Beliefs Concerning the Preparedness of Prospective Mathematics Teachers for their Future Occupation

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F16%3A73579042" target="_blank" >RIV/61989592:15410/16:73579042 - isvavai.cz</a>

Výsledek na webu

—

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Beliefs Concerning the Preparedness of Prospective Mathematics Teachers for their Future Occupation

Popis výsledku v původním jazyce

After graduation, each student of Teaching Mathematics should feel to be sufficiently prepared for his/her future occupation. He/she should be (at least theoretically) qualified as regards key competencies in pedagogy and the didactics of mathematics - he/she should be competent in terms of the basic rules of successful communication between the pupil and the teacher in mathematics, he/she should be able to set reasonable educational goals and assign such activities and use such suitable didactical tools as to achieve the goals. He/she should use effective evaluation instruments as feedback to improve the quality of mathematics lessons. And, last but not least, he/she should have at least the minimum required level of digital literacy. The basis of our research to establish the levels of all these competencies was the international study Teacher Education and Development Study in Mathematics (TEDS-M), focused on the determination of the preparedness of prospective mathematics teachers in terms of field-specific knowledge as well as pedagogy. One of the sub-tests was the test entitled Beliefs about preparedness for teaching mathematics, which directly examined all the aforementioned aspects. The paper summarizes the basic data of the questionnaire survey, in which the questionnaire taken in unchanged form from the TEDS-M study was used; the questionnaire was given to students at the very end of their studies. A total of 99 students participated in the research; of these students, 55 were students of Teaching Mathematics at the 1st Level of Primary School and 44 were students of Teaching Mathematics at the 2nd Level of Primary School. Using the independence test for a four-field table, the dependence in five basic areas was established: communication, educational goals, tools and ICT, evaluation and cooperation with parents and teachers.

Název v anglickém jazyce

Beliefs Concerning the Preparedness of Prospective Mathematics Teachers for their Future Occupation

Popis výsledku anglicky

After graduation, each student of Teaching Mathematics should feel to be sufficiently prepared for his/her future occupation. He/she should be (at least theoretically) qualified as regards key competencies in pedagogy and the didactics of mathematics - he/she should be competent in terms of the basic rules of successful communication between the pupil and the teacher in mathematics, he/she should be able to set reasonable educational goals and assign such activities and use such suitable didactical tools as to achieve the goals. He/she should use effective evaluation instruments as feedback to improve the quality of mathematics lessons. And, last but not least, he/she should have at least the minimum required level of digital literacy. The basis of our research to establish the levels of all these competencies was the international study Teacher Education and Development Study in Mathematics (TEDS-M), focused on the determination of the preparedness of prospective mathematics teachers in terms of field-specific knowledge as well as pedagogy. One of the sub-tests was the test entitled Beliefs about preparedness for teaching mathematics, which directly examined all the aforementioned aspects. The paper summarizes the basic data of the questionnaire survey, in which the questionnaire taken in unchanged form from the TEDS-M study was used; the questionnaire was given to students at the very end of their studies. A total of 99 students participated in the research; of these students, 55 were students of Teaching Mathematics at the 1st Level of Primary School and 44 were students of Teaching Mathematics at the 2nd Level of Primary School. Using the independence test for a four-field table, the dependence in five basic areas was established: communication, educational goals, tools and ICT, evaluation and cooperation with parents and teachers.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

—

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICERI2016 Proceedings

ISBN

—

ISSN

2340-1095

e-ISSN

—

Počet stran výsledku

5

Strana od-do

7962-7966

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Seville, Spain

Datum konání akce

14. 11. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—