Calibration the teaching performance of teacher education students at Ibb University in the light of constructivist teaching skills

Abstract

The aim of this study was to investigate the teaching performance of teacher education students at Ibb University in the light of constructivist teaching skills. The researcher used the descriptive-analytical approach and the sample consisted of 40 third-year students (Physics and Chemistry). The researcher prepared an observation checklist for constructivist teaching skills, and the validity and reliability of the research tool were verified. The results of the study showed that the practice of teacher education students (Physics and Chemistry) in constructivist teaching skills, in general, was weak. The results also showed no statistically significant differences at the significance level (0.05) between the mean scores of male and female teacher education students or between those specializing in physics and chemistry in their ability to demonstrate constructivist teaching skills