Zuzana Pechová

6.29 The Role of Creativity and Mentalization in Teacher Self-efficacy and Well-being in the Czech Teacher Competency Model (Paper)

Zuzana Pechová – Technical University of Liberec, Czech Republic

Abstract:

This study aims to examine the relationship between pre-service teachers’ self-efficacy in the competencies outlined in the newly legislated Czech Teacher Competency Model and creativity, mentalization, and general well-being. We examined how creativity and mentalization are related to pre-service perceived teachers’ self-efficacy in their competencies using multiple regression and correlational analyses. Participants included 198 pre-service teachers enrolled in teacher education programs at the Technical University of Liberec. The results indicate that teacher competence self-efficacy is significantly predicted by both creativity and mentalization. Students with strong creative and mentalizing skills demonstrated increased confidence in their ability to create collaborative and supportive learning environments. These findings underscore the importance of integrating artistic creativity and mentalization training into teacher education programs. By fostering these characteristics, educational institutions can improve preservice teachers' competencies such as collaborative skills, self-concept, and overall well-being.

8.23 Self-confidence and Skills Building for Quality Art Education (Paper)

Zuzana Pechová – Technical University of Liberec, Czech Republic

Hana Valešová – Technical University of Liberec, Czech Republic

Abstract:

The paper presents the issue of the readiness of students of pedagogical faculties to teach art education in primary schools and kindergartens. Students often feel insecure about their skills and they underestimate the importance of art education for the development of creativity and critical thinking in children. The goal of the research is to find out what influence the systematic development of practical skills and self-confidence of students in art education has on their readiness and motivation to integrate this subject into their pedagogical practice. The first phase of the research focuses on diagnosing students’ initial attitudes towards art education, their self-confidence in art skills and their perception of the importance of art education in the context of primary education. Questionnaires, initial reflections, and observations of students during the teaching of practical art activities were used in this phase. The qualitative and quantitative data collected in the first phase of the research serve as a basis for planning intervention activities to increase students’ skills and confidence in teaching art.