LEVEL OF SELF-EVALUATION OF STUDENTS IN EDUCATION PROGRAMS DURING PRE-SERVICE TEACHER EDUCATION
DOI:
https://doi.org/10.18623/rvd.v23.6064Palavras-chave:
Self-Efficacy, Self-Confidence, Pre-Service Teacher Education, Poland, SlovakiaResumo
The process of preparing pre-service teachers at universities, who are training for their future profession but have not yet acquired full qualification and independence in pedagogical practice, has been widely studied in recent years with respect to various variables of their professional preparation. However, among students from European countries, there is a lack of sufficiently comprehensive comparative research focused on self-efficacy, or self-confidence, and on how students perceive their future effectiveness in pedagogical practice The research presented in this study was conducted on a sample of 198 Slovak university students and included 355 Polish students. The empirical part of the study examines the relationship between students’ self-evaluation and academic achievement in relation to their perceived self-efficacy and the assessment of their personal abilities. The research revealed significantly higher self-evaluation among university students of primary education in Poland. Part-time students evaluated themselves more positively than full-time students, while no statistically significant differences were found based on participation in field practice. The results highlight the importance of setting high expectations for future teachers and creating appropriate conditions to improve their pedagogical competencies and self-evaluation skills. Key findings: - Polish students rated themselves higher than Slovak students. - Students of primary education demonstrated higher self-efficacy than students of lower secondary education. - Higher years of study and field practice did not produce significant differences in self-evaluation among the examined students.
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