Spodbujevalni dejavniki, kazalniki in posledice zavzetosti za učenje matematike v pisnih spominih bodočih osnovnošolskih učiteljev
Povzetek
Ta članek raziskuje zavzetost za učenje matematike z namenom opredelitve dejavnikov, ki spodbujajo zavzetost. Glede na njihove prihodnje pedagoške odgovornosti so bili ciljna skupina bodoči osnovnošolski učitelji. Oseminpetdeset madžarskih bodočih osnovnošolskih učiteljev je opisalo svojo najljubšo izkušnjo, vezano na učenje matematike iz šolskega življenja pred vstopom na fakulteto. Opravljena je bila vsebinska analiza pisnih spominov, ki se je osredinjala na spodbujevalne dejavnike (matematika, okolje, jaz, vrstniki, učitelj), kazalnike (vedenjske, čustvene in kognitivne) in posledice (učni uspeh) zavzetosti. Metoda se je izkazala za veljavno na podlagi zadovoljive povezanosti med dvema znakoma zavzetosti za učenje matematike: pojavom različnih vrst kazalnikov v spominih in dolžino spominov, izmerjeno v besedah. V svojih spominih so študentje navajali spodbujevalne dejavnike, povezane s samimi seboj (kot sta lastna izkušnja in zaznana kompetenca), in spodbujevalne dejavnike, povezane z učiteljem (kot je nadzor), z visoko pogostostjo, tj. 31 % oziroma 43 % za vsako izmed teh kategorij dejavnikov, medtem ko so spodbujevalne dejavnike, povezane z matematiko, navajali z nižjo pogostostjo, tj. 13 %. Učni uspeh je bil v veliki meri povezan s kognitivno zavzetostjo, ki je potekala ob podpori učiteljev, samega študenta/učenca in sošolcev. Podpora učiteljev je bila povezana z vsemi tremi vrstami kazalnikov zavzetosti. Ugotovitve kažejo, da lahko učitelji, ki podpirajo učence, okrepijo zavzetost tudi pri učencih, ki kažejo omejeno zanimanje za matematiko. Študija ponuja vpogled v zavzetost bodočih osnovnošolskih učiteljev za matematiko, kar lahko prispeva k oblikovanju in izboljšanju programov izobraževanja učiteljev.
Prenosi
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