Samoučinkovitost bodočih učiteljev matematike

Zupančič, Monika (author), Juriševič, Mojca (mentor), Mastnak, Adrijana (co-mentor)

Sodobna teoretska spoznanja, podprta s številnimi empiričnimi izsledki, kažejo na pomembno vlogo samoučinkovitosti pri učiteljevem delovanju. Zaradi kompleksne in večdimenzionalne narave je samoučinkovitost smiselno proučevati na posameznih področjih učiteljevega delovanja. V slovenskem prostoru je fenomen samoučinkovitosti pri učiteljih še slabo raziskan, zato sem se v svojem magistrskem delu posvetila proučevanju tega problema. Izvedla sem kvantitativno raziskavo, v kateri je sodelovalo 83 bodočih učiteljev matematike, ki so v šolskem letu 2020/21 obiskovali Pedagoško fakulteto Univerze v Ljubljani. Študenti so izpolnili vprašalnik v spletni aplikaciji 1KA, podatki so bili analizirani na univariatni in bivariatni ravni statistične analize. Rezultati so pokazali, da so bodoči učitelji matematike v povprečju svojo stopnjo samoučinkovitosti ocenili z oceno srednje do veliko, najvišjo stopnjo samoučinkovitosti so imeli na področju poučevanja matematike, najnižjo pa na področju spodbujanja učencev k sodelovanju. Največ se jih poučevanja matematike veseli zaradi njihove čustvene navezanosti na poklic, najbolj pa jih skrbi, da učenci ne bodo razumeli učnih vsebin. Bodoči učitelji z višjo stopnjo samoučinkovitosti so tudi višje ocenili možnost pridobivanja kompetenc v okviru študija. Študentje, ki imajo izkušnje z inštruiranjem, so svojo samoučinkovitost ocenili višje kot študentje, ki teh izkušenj nimajo. Študenti z vezavo fizika so svojo samoučinkovitost ocenili nižje kot študentje z vezavo tehnika. Študentje, ki se nameravajo zaposliti v poklicu, ki je povezan s poučevanjem matematike, so svojo samoučinkovitost ocenili višje kot študentje, ki se ne nameravajo zaposliti v poklicu, povezanem s poučevanjem.

• Language: Slovenian
• Keywords: prepričanje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-130514
• COBISS.SI-ID: 76442115
• Publication date in RUL: 20.09.2021

Secondary language

• Language: English
• Title: Preservice mathematics teachers’ self-efficacy

Abstract

Recent theoretical findings supported by many empirical results show the vital role of teacher self-efficacy in teaching. Teacher self-efficacy makes the most sense when studied in separate teaching fields due to its complex and multidimensional nature. I decided to research the phenomenon of teacher self-efficacy in my master’s thesis because it has not been well researched in Slovenia. Quantitative research was carried out among 83 pre-service teachers of mathematics that attended the Faculty of Education in Ljubljana in 2020/21. Pre-service teachers filled out a questionnaire in the online app 1KA; the data was then analysed using the univariate and bivariate statistical analysis. The results show that pre-service mathematics teachers show the highest self-efficacy in instructional strategies and the lowest level of efficacy in student engagement. Most of them look forward to teaching mathematics due to its emotional connection to the occupation, but they are worried that students will not understand the teaching content. Pre-service teachers with higher self-efficacy have also assessed their ability to acquire higher competencies in their studies. Students who have tutoring experiences have assessed their self-efficacy as higher than students who do not have any tutoring experiences. Students who also study physics have assessed their self-efficacy to be lower than students who also study technology. Students who plan to find employment connected to teaching mathematics have assessed their self-efficacy to be higher than students who do not plan to find employment in teaching.

• Keywords: belief