Abstract:

Teachers have an important role in mathematics teaching, and the pre-service qualifications of these teachers have been the main focus in topics of didactics of mathematics for many years. The pre-service teachers´ self-perception according to their knowledge, skills and experience plays an important role in order that the teachers in mathematics can offer quality instruction and cope with other educational difficulties. According to responsibility for pupils’ achievements at primary school mathematics, teachers having mastery perception regard themselves responsibility for pupils’ achievements or failures. In this article, authors have aimed to responsibility for pupils´ achievement applied by prospective mathematics teachers at Faculty of Education, Palacký University in Olomouc. We collected the absolute data from students of mathematics discipline at full-time and combined form of studies in 2016. The “Responsibility for Students Achievements Scale” 30-item instrument was transformed for prospective teachers using. The scale includes two sub-dimensions – responsibility for success and responsibility for failure, therefore respondents were asked to distribute 100 percentage points between two alternatives for each item. Data were processed using the relevant statistical apparatus (the chi-squared test was used to establish a statistically major difference). We would like to confirm our hypothesis, that the pre-service teachers assumed greater responsibility for positive results than for negative ones.

Keywords:

Responsibility, teacher, achievement, mathematics.