Výukové situace jako prostředek zvyšování self-efficacy budoucích učitelů 1. stupně ZŠ v matematice
Pedagogical Situations as an Instrument of Prospective Primary Teacher’s Self-Efficacy Increasing in Mathematics

Summary/Abstract: Pedagogical situations are the basic unit of the teaching process. Mathematical tasks are those pedagogical situations that are designed to lead to the achievement of a specific learning objective among pupils. In mathematics teaching, tasks that are referred to as non-standard are of particular importance. On the other hand, these are non-standard tasks, the solution of which is difficult for pupils and therefore they place high demands on the teacher's didactic competence. For this reason, working with this type of task can help future first-stage teachers to eliminate initial self-learning concerns and thus increase their confidence in their own abilities. The aim of the paper is to identify the level of self-efficacy of prospective primary school teachers for teaching mathematics. The questionnaire survey was attended by 68 full-time students of the elementary school teacher program (ESTP) participants and elementary school and special education teacher program (ESSETP) participants. at the Faculty of Education, Palacky University Olomouc in the academic year 2018/2019. Basic descriptive statistics were used to interpret the data. It has been found that the perception of student self-efficacy corresponds to generally reported results with a tendency to be positively evaluated in all areas studied: effectiveness in learning strategies, efficiency in class management, and effectiveness in engaging pupils. The results are commented in relation to work with non-standard tasks.

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