أثر التدريس في بيئة تعلم إيجابية على تحسين الكفاءة الذاتية المهنية للطلاب المعلمين بكلية التربية النوعية
This study examined the impact of teaching in a positive learning environment on improving the professional self-efficacy of teacher students. The Professional Self-Efficacy Scale was administered to two groups of teacher students at the Faculty of Education, Benha University, each consisting of 52 students randomly assigned to either an experimental or control group. The content of teaching skills and strategies was taught to the control group using traditional teaching methods (lecture and presentation), while the experimental group was taught the content through a positive learning environment based on the philosophy, principles, and strategies of positive learning, with the aim of preparing teacher students for their future professional tasks. The results of the study showed statistically significant differences in the level of professional self-efficacy of the experimental group before and after teaching in the positive learning environment, with a percentage of the proposed program's effect size of 85.81%, indicating a strong effect of the proposed positive learning environment. The results also showed no statistically significant differences between the post-test and follow-up application for the study group, indicating the program's sustained effect on the experimental group. The study recommends the use of learning environments that are based on motivation, self-confidence improvement, effective teaching skills learning, practical learning and interaction with actual students, and working on organization, planning, collaboration, and communication with colleagues. Using these methods, teacher students can improve their professional self-efficacy and develop their teaching skills. (Published abstract)