The training and self-efficacy of mathematics teachers in the teaching-learning process through ICT
DOI:
https://doi.org/10.21814/rpe.27910Keywords:
Vocational education; Mathematics education; Information and communication technology; ICT self-efficacy; Control value theory.Abstract
The application of ICT in the mathematics teaching-learning process is currently a challenge for teachers. Many teachers do not feel sufficiently qualified to use ICT in the teaching of mathematics. ICT support is important for the continuing education of today's university students. The present study aims to assess mathematics teachers' self-efficacy in the teaching-learning process using ICT. The study uses a quantitative approach. The sample consisted of 249 participants. The Control-Value theory was applied to verify the assessment of control, enjoyment, and self-efficacy of ICT through a digital questionnaire. The results indicate that control, enjoyment, and self-efficacy perceived by trainee teachers are key elements in ICT-mediated mathematics education delivered through ICT. Universities play an essential role in the development of digitally competent teachers. The enjoyment of trainee teachers is directly affected by their self-efficacy in teaching ICT in mathematics. Control, control appraisal, and values were also positively affected by enjoyment.
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