Paper Title
The Differences between Online Tailored Individual Teaching versus Face-to-Face, in Relation to a Sense of Professional Self-efficacy, Psychological Resilience and Mediated Teaching Skills of Special Education Students

Abstract
The year in which the study was conducted was characterized by hybrid learning due to Corona epidemic. Professional and emotional aspects of special education students were examined, considering the learning process in workshops for Tailored instruction in language and mathematics. During the workshops, the students characterize the needs in the academic, behavioral, and emotional aspects and build intervention program for them. The aim of the study was to examine whether there would be differences between individualized online instruction versus face-to-face, as well as between, before and after attending workshops in the indices: students' sense of professional self-efficacy, and their psychological resilience. The sample included 40 students (N = 40) in their third year of study in the Department of Special Education. After completing questionnaires at two time points (before and after attending the workshops), statistical processing was conducted to answer the research questions.