Mediated Teaching Skills and Sense of Self-efficacy of Students Studying Special Education: Online vs Face to Face Adapted Teaching

Abstract

The current study focused on the differences between online and face-to-face, pre-, and post-training in language and mathematics Tailored instruction workshops, regarding the sense of professional self-efficacy and Skills of mediated teaching of special education students. The aim of the study was to examine whether there would be differences between individualized online instruction versus face-to-face, as well as before and after attending workshops in the indices: students' sense of professional self-efficacy, and their Skills of mediated teaching. During the workshops, the students characterize the needs of the 3rd grade pupils with educational gaps in the academic, behavioral, and emotional aspects and build intervention program for them. The sample included 40 students (N = 40) in their third year of study in the Department of Special Education. The premise of the study was to find a significant correlation between the sense of professional self-efficacy and mediated teaching Skills. The study combined methodologies: qualitative (two interviews) and Quantitative self- efficacy and psychology resilience questionnaires.