ABSTRACT Teachers working in special education are confronted with various requirements. Their ability to cope with these requirements may be largely influenced by their levels of self-efficacy which start to develop during their academic studies and specifically while gaining practical experience. This study examined the contribution of experience-related variables and personal variables to teaching self-efficacy among 98 special education college students from two different training programs in Israel: 58 participated in a program requiring individual instruction-based field experiences and 40 in a program with group instruction-based field experiences. They completed questionnaires measuring teaching self-efficacy, career decision-making self-efficacy, hope, and demographics. The instruction and special education domains of teaching self-efficacy were predicted by the type of field experience and personal variables, efficacy in teacher–student relations was predicted by experience-related variables, and efficacy in educational organizations was predicted by personal variables. Practical implications are discussed.

中文翻译：

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特殊教育课程中的现场经验和个人变量对高等教育学生教学自我效能的贡献

摘要从事特殊教育的教师面临各种要求。他们满足这些要求的能力可能在很大程度上受其自我效能水平的影响，他们的自我效能水平在他们的学术研究期间开始发展，特别是在获得实践经验的同时。这项研究调查了来自以色列两个不同培训计划的98名特殊教育大学生中，与经历相关的变量和个人变量对教学自我效能的贡献：58个参加了需要个人基于指导经验的计划，40个参加了基于小组指导的现场经验。他们完成了问卷调查，以衡量教学自我效能，职业决策自我效能，希望和人口统计学。通过现场经验和个人变量的类型来预测教学自我效能感的教学领域和特殊教育领域，通过经验相关的变量来预测教师与学生关系中的效能，并且通过个人变量来预测在教育组织中的效能。讨论了实际含义。