Vše

Co hledáte?

Vše
Projekty
Výsledky výzkumu
Subjekty

Rychlé hledání

  • Projekty podpořené TA ČR
  • Významné projekty
  • Projekty s nejvyšší státní podporou
  • Aktuálně běžící projekty

Chytré vyhledávání

  • Takto najdu konkrétní +slovo
  • Takto z výsledků -slovo zcela vynechám
  • “Takto můžu najít celou frázi”

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