Development of the Attitude to Mathematics in Future Primary School Teachers as a Determinant of their Self-Efficacy
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F17%3A73582432" target="_blank" >RIV/61989592:15410/17:73582432 - isvavai.cz</a>
Výsledek na webu
<a href="https://obd.upol.cz/id_publ/333162317" target="_blank" >https://obd.upol.cz/id_publ/333162317</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/edulearn.2017.1726" target="_blank" >10.21125/edulearn.2017.1726</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Development of the Attitude to Mathematics in Future Primary School Teachers as a Determinant of their Self-Efficacy
Popis výsledku v původním jazyce
Students of mathematics at the Faculty of Education have a different mathematical knowledge, ideas about the objectives of their future teaching career, skills, and attitudes to working with children, etc. Similarly, their relationship to mathematics is largely varied. We believe that the development of their relationship to mathematics at all levels of education prior to their enrolment in the Faculty of Education has a significant effect on the perception of their own self-efficacy and future educational activities. In line with the principles of self-efficacy, our assumption is that students with a positive attitude to mathematics tend to approach teaching as a challenge rather than a threat that needs to be avoided. This positive attitude to life helps future teachers develop intrinsic motivation for teaching mathematics; these teachers set stringent goals and constantly strive to achieve them. This assumption was the basis of a research study aimed at all students of Teaching for Primary School in mathematics seminars. The quantitative part comprised the Norwegian Teacher Self-Efficacy Scale (NTSES). This questionnaire includes a seven-point Likert scale and consists of 24 items that can be divided into six sub-categories: Instruction, Adapt Instruction to Individual Needs, Motivate Students, Maintain Discipline, Cooperate with Colleagues and Parents, Cope with Change. The questionnaire was then complemented with an analysis of seminar papers on Self-Reflection of the Relationship to Mathematics, in which the students were supposed to describe their attitude to mathematics since the first encounter until their contemporary study at the Faculty of Education.
Název v anglickém jazyce
Development of the Attitude to Mathematics in Future Primary School Teachers as a Determinant of their Self-Efficacy
Popis výsledku anglicky
Students of mathematics at the Faculty of Education have a different mathematical knowledge, ideas about the objectives of their future teaching career, skills, and attitudes to working with children, etc. Similarly, their relationship to mathematics is largely varied. We believe that the development of their relationship to mathematics at all levels of education prior to their enrolment in the Faculty of Education has a significant effect on the perception of their own self-efficacy and future educational activities. In line with the principles of self-efficacy, our assumption is that students with a positive attitude to mathematics tend to approach teaching as a challenge rather than a threat that needs to be avoided. This positive attitude to life helps future teachers develop intrinsic motivation for teaching mathematics; these teachers set stringent goals and constantly strive to achieve them. This assumption was the basis of a research study aimed at all students of Teaching for Primary School in mathematics seminars. The quantitative part comprised the Norwegian Teacher Self-Efficacy Scale (NTSES). This questionnaire includes a seven-point Likert scale and consists of 24 items that can be divided into six sub-categories: Instruction, Adapt Instruction to Individual Needs, Motivate Students, Maintain Discipline, Cooperate with Colleagues and Parents, Cope with Change. The questionnaire was then complemented with an analysis of seminar papers on Self-Reflection of the Relationship to Mathematics, in which the students were supposed to describe their attitude to mathematics since the first encounter until their contemporary study at the Faculty of Education.
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
EDULEARN17 Proceedings
ISBN
978-84-697-3777-4
ISSN
2340-1117
e-ISSN
neuvedeno
Počet stran výsledku
6
Strana od-do
3360-3365
Název nakladatele
International Association of Technology, Education and Development (IATED)
Místo vydání
Madrid
Místo konání akce
Barcelona, Spain
Datum konání akce
3. 7. 2017
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
—