Matematična identiteta in profesionalni razvoj bodočih učiteljev
DOI:
https://doi.org/10.55707/ds-po.v41i2.228Ključne besede:
anksioznost, matematična identiteta, samoučinkovitost, učiteljski študij, profesionalni razvojPovzetek
Vloga matematične identitete v poklicnem razvoju bodočih učiteljev je izjemno pomemben dejavnik čustvene in refleksivne razsežnosti izobraževanja bodočih učiteljev. V raziskavi je sodelovalo 272 študentov pedagoških smeri na Hrvaškem, in sicer iz univerz v Zagrebu, Slavonskem Brodu, Pulju in Zadru. Namen raziskave je bil ugotoviti stopnjo matematične samoučinkovitosti učencev in preučiti dejavnike, ki prispevajo k razvoju kompetenc za poučevanje matematike. Pri delu je bila uporabljena kvantitativna in kvalitativna metodologija, raziskovalne metode in tehnike teoretične analize in anketnega raziskovanja, instrument pa je bil strukturirani anketni vprašalnik. Kvantitativne podatke smo obdelali z deskriptivno, primerjalno in regresijsko analizo, kvalitativni del pa s tematsko analizo. Dobljeni rezultati so pokazali, da imajo učenci nizko stopnjo matematične samoučinkovitosti, a pozitiven odnos do matematike in visoko samoučinkovitost pri poučevanju. Raziskava prispeva k razumevanju povezave med matematično identiteto in profesionalnim razvojem bodočih učiteljev ter poudarja potrebo po sistematični podpori pri razvoju njihovih kompetenc pri poučevanju matematike.
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Avtorske pravice (c) 2026 Marija Karačić, Anita Katić
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