تأثير مقرر طرق تدريس العلوم ومقرر التربية العملية على الكفاءة الذاتية للطلبة المعلمين في المرحلتين المتوسطة والثانوية

Abstract

Objectives: The aim of the present study was to examine self-efficacy among students who took Science Teaching Methods course and Teaching Practicum course in the College of Education at Kuwait University. Method: A quasi- experimental design was used in the study. The Science Teaching Efficacy Belief scale (Form B) was administered to pre-service science teachers of middle and high school (n=81), who were enrolled in practical teaching course and those enrolled in the science teaching methods. Results: The results showed that pre-service science teachers in the practicum course had no significant change in sense of self efficacy neither on the Personal Science Teaching Efficacy (PSTE) nor the Science Teaching Outcome Expectancy (STOE) scales. However, there was a high increase in PSTE and STOE scores by students who were enrolled in science teaching methods course which indicated reaching higher sense of self-efficacy. Conclusion: The study recommends that future research should be conducted to include different individuals in different contexts in the schools. This outcome will further inform researchers of related self-efficacy issues in Kuwait.