The Training And Self-Efficacy Of Mathematics Teachers In The Teaching-Learning Process Through Ict

Abstract

The application of ICT in the current mathematics teaching and learning process is a challenge. Current teaching staff do not feel trained in the use of ICT for mathematics education. ICT support is important for the continuing education of today's university students. The present study aims to assess the self-efficacy of mathematics teachers in the teaching-learning process through ICT. The study is in the 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 show that control, enjoyment and self-efficacy perceived by trainee teachers is important in mathematics education delivered through ICT. The results demonstrate from a theoretical point of view that emotions are important for mathematics education in general, as well as specifically for the use of ICT tools for mathematics education. Universities play an essential role in the training of digitally competent teachers. The trainee teachers' enjoyment directly affected their self-efficacy in teaching ICT in mathematics. Control, valuing control and values also positively affected enjoyment.