The Perception of Self-Efficacy of Prospective Math Teachers at Elementary Schools
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F17%3A73582430" target="_blank" >RIV/61989592:15410/17:73582430 - isvavai.cz</a>
Výsledek na webu
<a href="https://obd.upol.cz/id_publ/333162315" target="_blank" >https://obd.upol.cz/id_publ/333162315</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/inted.2017.0984" target="_blank" >10.21125/inted.2017.0984</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The Perception of Self-Efficacy of Prospective Math Teachers at Elementary Schools
Popis výsledku v původním jazyce
The trend of present-day pedagogical research studies is to examine the perception of personal teachers' self-efficacy and their beliefs of their preparedness. Professional literature states that teachers with a high level of perceived self-efficacy often choose more demanding educational procedures, better withstand the pressure from the environment, have a tendency to give their students more problem-focused assignments, and pay greater attention to worse students. The above positives have led us to examine this phenomenon in prospective math teachers teaching at elementary schools who were supposed to fill out a questionnaire accommodated from the original self-efficacy scale, and modified for teaching mathematics. This questionnaire was filled out by 48 students of the subject of didactics of mathematics and 26 students of mathematics and didactics during the first lesson of the academic year 2016/2017. The return was 100%. This article has analyzed in detail the results of this research and states recommendations to use its conclusions in pre-gradual preparation of prospective teachers.
Název v anglickém jazyce
The Perception of Self-Efficacy of Prospective Math Teachers at Elementary Schools
Popis výsledku anglicky
The trend of present-day pedagogical research studies is to examine the perception of personal teachers' self-efficacy and their beliefs of their preparedness. Professional literature states that teachers with a high level of perceived self-efficacy often choose more demanding educational procedures, better withstand the pressure from the environment, have a tendency to give their students more problem-focused assignments, and pay greater attention to worse students. The above positives have led us to examine this phenomenon in prospective math teachers teaching at elementary schools who were supposed to fill out a questionnaire accommodated from the original self-efficacy scale, and modified for teaching mathematics. This questionnaire was filled out by 48 students of the subject of didactics of mathematics and 26 students of mathematics and didactics during the first lesson of the academic year 2016/2017. The return was 100%. This article has analyzed in detail the results of this research and states recommendations to use its conclusions in pre-gradual preparation of prospective teachers.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
—
OECD FORD obor
50300 - Education
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2017
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
INTED2017 Proceedings
ISBN
978-84-617-8491-2
ISSN
2340-1079
e-ISSN
2340-1079
Počet stran výsledku
6
Strana od-do
4063-4068
Název nakladatele
International Association of Technology, Education and Development (IATED)
Místo vydání
Madrid
Místo konání akce
Valencia, Spain
Datum konání akce
6. 3. 2017
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
000413668604021