The effect of using the self-questioning strategy on the acquisition of teaching skills and learning outcomes for the student teacher in the Faculty of Physical Education at Sohag University"

Teaching skills contribute greatly to the process of preparing and qualifying the teacher student during the service, and that the strategy of self-questioning or generating questions and deriving them is one of the most important metacognition strategies that contribute to helping the learner to express what is going on in their minds, and it is useful for the teacher student to direct his questions before, during and after Lesson to facilitate the process of understanding, and through supervision of practical education schools, the researcher noted the poor performance of the fourth year students of the Faculty of Physical Education in the skills of teaching physical education. The research aimed to identify the effect of using the self-questioning strategy on the acquisition of teaching skills and learning outcomes for the teacher student at the Faculty of Physical Education at Sohag University The researcher used the experimental approach on two experimental control groups with a strength of each (30 students from the fourth year majoring in teaching) during the first semester 2019/2020
The most important results are that the use of the self-questioning strategy led to an improvement in the level of performance of teaching skills and knowledge achievement. Through the results of the observation card and the cognitive achievement test. The most important recommendations were to train teachers during service on modern teaching methods that focus on the learner's capabilities and guidance, develop his thinking and invest knowledge and build it effectively.