اثر كتابة الملاحظات التاملية خلال المواقف التعليمية الافتراضية في الفاعلية الذاتية التدريسية والاتجاهات نحو التخصص

The study aimed to investigate the effect of the reflective observations during the virtual learning situations in the self-efficacy teaching and the attitudes towards specialization for students whose major is classroom teacher at the Faculty of Education Sciences and Arts/ UNRWA in Jordan. The sample of the study included two groups chosen in the available way. The experimental group which used the writing of reflective observations consisted (33) students; meanwhile the control group consisted of (31) male and female students. The results showed that there were statistically significant differences between the average scores of the experimental and control group in the post measurement of the self-efficacy of teaching and attitude towards specialization in favor of the experimental group. The results also showed statistically significant differences in the selfefficacy of teaching in favor of the cumulative average (excellent). In light of the results, the study recommended using writing reflective observations in the practice teaching programs which are especially prepared for pre-service teachers and in the university courses that include the implementation of virtual teaching situation