A Scenario-Based Learning Approach for Enhancing Al-Azhar University-Gaza Student-Teachers’ TEFL Practices in Inclusive Education Classes

The present study aimed to reveal the role of scenario-based learning (SBL) approach in enhancing elementary stage student- teachers' TEFL practices inclusive education classes. researchers followed a quasi-experimental research design and used SBL with group 24 student-teachers from Al-Azhar University-Gaza who were enrolled for Grades 1_4 course. experiment was conducted during second semester academic year 2018_2019 consisted 8-hr week training 2 weeks. participants tackled set scenarios related questions delivered them. Students had work groups three or four treat that focused on main classes: organising class environment, special needs students teaching evaluation activities. designed test classes presented it before after experiment. divided into two parts. theoretical part included 30 classes, each item five options choose one. practical classroom situations invited write scenario Results indicate there are some fundamental bases be considered when using SBL, which showed positive effect AL-Azhar student-teachers' Moreover, made suggestions improving use teaching.