شبكة المعلومات العربية التربوية

In present, all programmes designed to prepare teachers (in primary and secondary schools) on certain set of criteria, namely those associated with teachers' knowledge and their performance. However, all experimental studies show that knowledge is different from performance. In other words, a man with knowledge may not necessarily used in his practical life, and this may lead to a gap between knowledge and its application. So, all those who are concerned with this issue (preparing teachers) started valuating the programmes, and this cause the emergence of the term (competency) at the end of the sixties of the 20th century. This term is found to deal with deficiencies in these programmes. These programmes with competencies focus are characterized by: 1) The trainees' ability to do the task efficiently. 2) Success stands on practice. 3) Increase in the trainees’ experience. This research aims at tracking the effect of teaching sufficiencies on increasing self confidence in fourth-year students/ Dept. of history, by making them answer the following hypothesis: There is no statistical difference at a level of significance (0, 05) in the degrees of confidence scale, between the experimental and control group. The researcher has chosen a random sample of (45) students, divided into two groups, the experimental and control group. Also, the researcher specified the equivalence needed for certain variables effective on the experiment of the two groups. Then, he prepared a list of teaching competencies required and a scale for self-confidence, and checking their validity and reliability by using statistics. The statistical analysis shows that the subjects of the experimental group scored higher marks than the subjects of the control group on the self-confidence scale. Finally a number of recommendations and suggestions are provided. (Published Abstract)