Self-Efficacy in the Area of Digital Literacy among Pre-Service Mathematics Teachers in the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73594142" target="_blank" >RIV/61989592:15410/19:73594142 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333174028" target="_blank" >https://obd.upol.cz/id_publ/333174028</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Self-Efficacy in the Area of Digital Literacy among Pre-Service Mathematics Teachers in the Czech Republic

Popis výsledku v původním jazyce

In line with the expected amendment to the curricular documents in the area of digital literacy, there has been a growing demand for a change in pre-service teacher training. If learners use digital technology to acquire mathematical knowledge, learn to think, and shape their personality, the objective of teaching mathematics through digital means has been achieved. The achievement of this objective through the implementation of digital technology in mathematics lessons in primary school is surely not a simple task. Regarding the relatively new definition of the issue, pre-service teachers may not feel prepared for using digital technology in primary school. This concerns especially women, who generally consider themselves less prepared for using digital technology. This preparedness is associated with the perception of their self-efficacy and professional teacher self-efficacy. The objective of the paper is to analyse the preparedness of pre-service primary school teachers for using digital technology in mathematics classes. To achieve the objective, absolute data collection was performed involving 95 students of the Faculty of Education, Palacký University Olomouc. The authors used a questionnaire of their own design, which was modified according to the Teacher Education and Development Study in Mathematics (TEDS-M). The questionnaire comprised 13 items, in which the respondents indicated their answers on a six-point Likert scale. The items of the questionnaire were divided into four areas by their content: respondents’ personal attitude to digital technology; digital technology and learner personality, digital technology and the teaching process, and digital technology in context.

Název v anglickém jazyce

Self-Efficacy in the Area of Digital Literacy among Pre-Service Mathematics Teachers in the Czech Republic

Popis výsledku anglicky

In line with the expected amendment to the curricular documents in the area of digital literacy, there has been a growing demand for a change in pre-service teacher training. If learners use digital technology to acquire mathematical knowledge, learn to think, and shape their personality, the objective of teaching mathematics through digital means has been achieved. The achievement of this objective through the implementation of digital technology in mathematics lessons in primary school is surely not a simple task. Regarding the relatively new definition of the issue, pre-service teachers may not feel prepared for using digital technology in primary school. This concerns especially women, who generally consider themselves less prepared for using digital technology. This preparedness is associated with the perception of their self-efficacy and professional teacher self-efficacy. The objective of the paper is to analyse the preparedness of pre-service primary school teachers for using digital technology in mathematics classes. To achieve the objective, absolute data collection was performed involving 95 students of the Faculty of Education, Palacký University Olomouc. The authors used a questionnaire of their own design, which was modified according to the Teacher Education and Development Study in Mathematics (TEDS-M). The questionnaire comprised 13 items, in which the respondents indicated their answers on a six-point Likert scale. The items of the questionnaire were divided into four areas by their content: respondents’ personal attitude to digital technology; digital technology and learner personality, digital technology and the teaching process, and digital technology in context.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název statě ve sborníku

INTED2019 Proceedings

ISBN

978-84-09-08619-1

ISSN

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e-ISSN

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Počet stran výsledku

5

Strana od-do

2322-2326

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Valencia

Datum konání akce

11. 3. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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