Self-assessment of professional competencies of students of the faculty of teacher education in mathematics teaching

Abstract

The research deals with the self-assessment of professional competencies of students and trainees of the Faculty of Teacher Education in teaching mathematics, with an emphasis on the role of practical teaching and efficiency. 121 respondents participated in the research, and the results show that respondents generally have a positive attitude towards their mathematical and pedagogical competencies. Trainees are assessed as more confident and efficient than students, which is associated with a higher number of hours of practical training. Previous secondary school education did not show a significant advantage over vocational education when it comes to assessing knowledge and ability to teach mathematics. A positive correlation was found between the assessment of one’s own mathematical knowledge and effectiveness in teaching, which confirms the importance of quality practical teaching and continuous development of professional competencies of future teachers. The research also contributes to the understanding of the professional competencies of teachers in mathematics teaching and supports further research that would include qualitative checks of the attitudes of practicing teachers as well as a comparison of teachers’ effectiveness in subject teaching.