مستوى الكفاءة الذاتية في تدريس العلوم بالاستقصاء لدى طلبة التربية العملية في جامعة اليرموك

Abstract EN

This study explored the level of self-efficacy, in teaching science through inquiry, among prospective teachers in the Faculty of Eeducation at Yarmouk University, and whether it differs according to gender and University rate.

To achieve the purpose of this study, researchers used the Self-efficacy scale developed by Smolleck, L.D., Zembal-Saul, C.

& Yoder, E.P.

The sample of the study consisted of (192) male/female prospective teachers enrolled in a practicum education course in the second semester of the academic year 2010/2011.

Findings of the study revealed that the prospective teachers' level of self-efficacy was below the accepted educational standard (set at 80%), with a statistically significant difference at (a = 0.05).

The findings also revealed that there were a statistical significant difference at (a = 0.05) in the prospective teachers' self-efficacy level on the scale as a whole, and on the personal self-efficacy domain due to University ratting, in favor of prospective teachers with excellent rating compared to satisfactory ones, and there were no statistical significant difference in their self-efficacy level on the scale as a whole or any of its domains