THE PERCEPTION OF SELF-EFFICACY OF PROSPECTIVE MATH TEACHERS AT ELEMENTARY SCHOOLS
The trend of present-day pedagogical research studies is to examine the perception of personal teachers' self-efficacy and their beliefs of their preparedness. The professional literature states that teachers with a high level of perceived self-efficacy often choose more demanding educational procedures, better withstand the pressure from the environment, have a tendency to give their students more problem-focused assignments and pay greater attention to worse students. The above positives have led us to examine this phenomenon in prospective math teachers teaching at elementary schools who were supposed to fill out a questionnaire accommodated from the original self-efficacy scale, and modified for teaching mathematics. This questionnaire was filled out by 53 students of the subject of Didactics of Mathematics and 29 students of Mathematics and Didactics during the first lesson of the academic year 2016/2017. The return was 100%. This article has analyzed in detail the results of this research and states recommendations to use its conclusions in the pre-gradual preparation of prospective teachers.