Úroveň profesijnej zdatnosti vnímanej študentmi špeciálnej pedagogiky.
Pre-Service Educational Teacher's Self-Efficacy.

Summary/Abstract: Over the past few years in professional public awareness naturalize the concept of Teacher's Self-efficacy. This term describes in a broader understanding of the teachers self-evaluation, if he can or cannot achieve the expected changes in the condition of mannerliness and education of his students. This self-evaluation has a significant impact not only on own educative praxis of teacher, but also on the learning results of his students, preferred teaching methods, class management, pupil motivation and so on. But this self-evaluation is not about the real level of teacher's skills, but subjectively evaluated on his level of competence. Through the presented contribution we want to extend previously published findings on pre-service Teacher's Self-efficacy, with particular focus on pre-service special education teachers. We believe that in comparison of them with teachers of intact populations, we reveal a higher perceived level of Teacher's Self-efficacy. We used TES Questionnaire (Gibson, Dembo, 1994), which adapted for the Slovak environment Gavora (2009) and we asked 71 pre-service teachers from all three programs, that covers department of Special Education. The average score of our sample was on a sixpoint scale for dimension PTE 4.38 and for GTE 3.97. Through comparative analysis we discovered, that our results are not very different from similar studies, but nevertheless our sample included among the studies with the highest level of pre-service Teacher's Self-efficacy.

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