Mathematical Identity and Professional Development of Future Teachers
DOI:
https://doi.org/10.55707/ds-po.v41i2.228Keywords:
anxiety, mathematical identity, self-efficacy, teacher education, professional developmentAbstract
The role of mathematical identity in the professional development of future teachers is a crucial factor within the emotional and reflective dimensions of teacher education. The conducted study included 272 students from Croatian teacher education programs at the Universities of Zagreb, Slavonski Brod, Pula and Zadar. The aim of the research was to determine the level of students’ mathematical self-efficacy and to examine the factors contributing to the development of competencies for teaching mathematics. A mixed-methods approach was applied, combining theoretical analysis and survey research methods and techniques, with a structured questionnaire as the main instrument. Quantitative data were processed using descriptive, comparative and regression analyses, while qualitative data were analyzed through thematic analysis. The results showed that students demonstrate a low level of mathematical self-efficacy, but hold positive attitudes toward mathematics and report high self-efficacy in teaching. The study contributes to the understanding of the relationship between mathematical identity and the professional development of future teachers, highlighting the need for systematic support in developing their teaching competencies in mathematics.
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