Abstract:

In line with the expected amendment to the curricular documents in the area of digital literacy, there has been a growing demand for a change in pre-service teacher training. If learners use digital technology to acquire mathematical knowledge, learn to think, and shape their personality, the objective of teaching mathematics through digital means has been achieved. The achievement of this objective through the implementation of digital technology in mathematics lessons in primary school is surely not a simple task. Regarding the relatively new definition of the issue, pre-service teachers may not feel prepared for using digital technology in primary school. This concerns especially women, who generally consider themselves less prepared for using digital technology. This preparedness is associated with the perception of their self-efficacy and professional teacher self-efficacy.

The objective of the paper is to analyse the preparedness of pre-service primary school teachers for using digital technology in mathematics classes. To achieve the objective, absolute data collection was performed involving 95 students of the Faculty of Education, Palacký University Olomouc. The authors used a questionnaire of their own design, which was modified according to the Teacher Education and Development Study in Mathematics (TEDS-M). The questionnaire comprised 13 items, in which the respondents indicated their answers on a six-point Likert scale. The items of the questionnaire were divided into four areas by their content: respondents’ personal attitude to digital technology; digital technology and learner personality, digital technology and the teaching process, and digital technology in context.

Keywords:

Self-efficacy, digital literacy, digital technology, students’ preparedness.