Search results for: Arsal Zeki

This study aimed to determine the effects of microteaching on the sense of self-efficacy in teaching of a group of special education pre-service teachers’ in comparison with the effects of traditional teaching. The findings revealed that the sense of self-efficacy in teaching of the participants in both the control and experimental groups increased. An important result was that the sense of self-efficacy of the participants in the experimental group increased at a statistically significant level when compared with that of the participants in the control group.