أثر التّدريب في المعرفة البيداغوجيّة للمحتوى (PCK)  على الكفاءة الذّاتيّة لدى معلّمي التّعليم المهنيّ الأردني

Jibril Suleiman  Al-Ghonmeein; Monem Abdul Karim Alsa’aideh

doi:10.35516/edu.v51i1.4905

Authors

Jibril Suleiman Al-Ghonmeein Department of Vocational Education, College of Educational Sciences, Irbid National University, Jordan https://orcid.org/0009-0008-7877-2891
Monem Abdul Karim Alsa’aideh Department of Curriculum and Teaching, School of Educational Sciences, The University of Jordan, Jordan https://orcid.org/0009-0001-9351-5032

DOI:

https://doi.org/10.35516/edu.v51i1.4905

Keywords:

Jordan, teacher training, self-efficacy, pedagogical knowledge of the content, vocational education teachers

Abstract

Objectives: The study aimed to examine the impact of training in pedagogical content knowledge (PCK) on self-efficacy among Jordanian vocational education teachers.

Methods: The study followed the experimental approach with a quasi-experimental design, where a training program was developed in pedagogical knowledge that addressed the following topics: knowledge of vocational education curricula and their nature, teaching planning and implementation, knowledge of teaching and evaluation methods and strategies, characteristics of learners and the educational environment, and how to implement practical training. A self-efficacy scale was developed, and two groups of education teachers were selected.

Results: The results of the study indicated that there were statistically significant differences at the level of significance (α = 0.05) in the mean estimates of teachers on the self-efficacy scale attributed to the training program in favor of the experimental group.

Conclusions: Considering these results, the study recommended the training on pedagogical knowledge of content when needed to enhance and improve teachers' self-efficacy.

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