Promoting inquiry skills for the improvement of self-efficacy domains in special education pre-service teacher training

Abstract

The inquiry skill that is as important as developing teacher self-efficacy domains as a whole is quite crucial to maintain the enhancement of professional self-efficacy. This phenomenon is twofold as both quantitative and qualitative. The former is related to determine the predictive power of inquiry skills as the main variable which will trigger the development of teacher self-efficacy domains. The latter is concerned with deeply defining the main points hindering or fostering the improvement of inquiry skills in teacher education. To this end, the aim is to create opportunities for special education teacher educators to revise their in-class teaching practices. Based on quantitative results, inquiry skills of teacher trainees have a positive meaningful influence on self-efficacy skills. Qualitative results show that teacher trainees need to improve the domains of self-confidence in knowledge acquisition and knowledge verification as inquiry skills. 

Keywords

• Inquiry skills,special education,teacher education,self-efficacy

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