Weak and Strong Points in The Perception of Own Preparedness of Prospective Math Teachers



Research projects in the area of testing the quality of perception of own preparedness of prospective math teachers are taking place in many countries, however, a generally applicable instrument for its testing has not been found. The main goal of this article is to explicitly define the determinants influencing prospective math teachers' preparedness to teach math so that it is possible to use these areas to create a new research tool. Due to the large number of items the Mathematics Teaching Self-Efficacy Scale (Ryang 2010) was used among 121 students of the math teaching program at the Teacher Education Faculty in Olomouc. Based on the results of factor analysis areas of weak and strong points of prospective teachers' preparedness were identified. In order to get a more compact idea statistically significant difference in the respondents' answers was assessed based on their respective study groups. The results proved to be largely consistent.


quality of perception of own preparedness of prospective math teachers


Ashton, P.T., & Webb, R. B. (1986). Making a difference: teachers’ sense of efficacy and student achievement. New York: Longman. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191–215.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bates, A. B., Latham, N., & Kim, J. A. (2011). Linking preservice teachers’ mathematics self‐efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111(7), 325–333.

Dofková, R. (2016a). Beliefs of prospective mathematics teachers about their preparedness for teaching mathematic [on-line]. In ICLEL2016 Proceedings (pp. 488–493). [cit. 2017-06-05]. Available from https://www.iclel.com/iclel16-publications.

Dofková, R. (2016b). Přesvědčení o připravenosti budoucích učitelů matematiky jako didaktická výzva primárního vzdělávání. Olomouc: VUP. Flammer, A. (1995). Developmental analysis of control beliefs. In: A. Bandura (Eds.), Self-efficacy in changing societies (pp. 69–113). Cambridge: Cambridge University Press.

Gavora, P. (2010). Slovak pre-service teacher self-efficacy: theretical and research consideration. The New Educational Review, 21(2), 17–23.

Gavora, P. (2012). Skúsenosti so zisťovaním self-efficacy učitela pomocou dotazníka OSTEN. In V. Ježková (Ed.), Kvalita ve vzdělávání (pp. 9–11). Praha: Pedagogická fakulta UK.

Gökmen, A., et al. (2011). An investigation into candidate biology teachers selfefficacy beliefs related to the teaching process. Social and Behavioral Sciences, 15, 2559–2563.

Guskey, T. (1982). Differences in teachers’ perceptions of personal control of positive versus negative student learning outcomes. Contemporary Educational Psychology, 7, 70–80.

Guskey, T. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21, 245–259.

Guskey, T. (1988). Teacher efficacy, self-concept,and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63–69.

Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774–786.

Huinker, D., & Madison, S. K. (1997). Preparing efficacious elementary teachers in science and mathematics: The influence of methods courses. Journal of Science Teacher Education, 8(2), 107–126.

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741–756.

Özdemir, S. M. (2008). An investigation of prospective primary teachers´ self-efficacy beliefs regarding teaching process in terms of certain variables. Educational Administration: Theory and Practice, 54, 277–306.

Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher selfefficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 4.

Pfitzner-Eden, F. (2016). I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers’ intention to quit their teaching degree? Teaching and Teacher Education, 55, 240–254.

Ryang, D. (2010). The development of the mathematics teaching self-efficacy scales for korean elementary and secondary preservice teachers. Unpublished Doctoral Dissertation, University of Alabama. Alabama, USA.

DOI: https://doi.org/10.21107/prosodi.v13i1.5350


  • There are currently no refbacks.

Copyright (c) 2019 DOFKOVÁ Radka, CHUDÝ Štefan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed By :

 width=  width=  width=   width=  width=  width=  width=


Department of English
University of Trunojoyo, Madura
Jl. Raya Telang, Kamal - Bangkalan 69162


Prosodi: Jurnal Ilmu Bahasa dan Sastra

ISSN: 1907-6665 (Print) ISSN: 2622-0474 (Online)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at journal.trunojoyo.ac.id