Izvorni znanstveni članak
https://doi.org/10.15516/cje.v23i0.4103
Pre-service Primary Education Teachers’ Achievement Goals in Mathematics and Their Approach to Learning and Teaching Mathematics
Daria Rovan
orcid.org/0000-0002-6990-4388
; Faculty of Teacher Education University of Zagreb Savska cesta 77, 10000, Zagreb, Croatia
Dubravka Glasnović Gracin
orcid.org/0000-0001-5195-4873
; Faculty of Teacher Education University of Zagreb Savska cesta 77, 10000, Zagreb, Croatia
Goran Trupčević
; Faculty of Teacher Education University of Zagreb Savska cesta 77, 10000, Zagreb, Croatia
Sažetak
In Croatia, as in many other countries, primary education teachers are trained
as generalists and mathematics is only one of several different subjects that they
teach, so when choosing their profession they are not necessarily drawn by their
interest in becoming a mathematics teacher. Still, it is very important that they
have a positive attitude towards mathematics and are motivated to teach it to their
students. The aim of this study was to explore whether pre-service teachers with
different achievement goal profiles have different beliefs about mathematics and
teaching and learning mathematics. The participants were 325 pre-service primary
education students. The research was conducted in three waves, during the students’
first, third and fifth year of study. In their first year of studies, we collected data
on the achievement goals in mathematics that they had in high school, and selfefficacy
in mathematics. Epistemic beliefs, subjective value of mathematics and
mathematics anxiety were assessed at all measurement points. In their third and
fifth year of study, we also collected data on the participants’ mathematics teaching
efficacy beliefs and, in their fifth year, beliefs on teaching and learning mathematics.
The results of the cluster analysis showed that we could group pre-service primary
education teachers into three groups according to the profiles of their achievement
goals in high school: (1) all goals high, (2) all goals low, (3) mastery orientation. The
results showed differences between the groups in terms of motivation for learning
mathematics at the beginning of their studies. However, these differences tend to
be less prominent over time. At the end of their studies, they do not differ in their
mathematics teaching efficacy beliefs or their beliefs about teaching and learning
mathematics.
Ključne riječi
achievement goals; mathematics education; motivation; teacher education; teachers’ beliefs
Hrčak ID:
256990
URI
Datum izdavanja:
3.5.2021.
Posjeta: 982 *