INVESTIGATING MATHEMATICS TEACHER EFFICACY BELIEFS IN PRIMARY INITIAL TEACHER EDUCATION (original) (raw)
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42nd ATEE Annual Conference 2017, Proceedings, 2018
Recent changes in the landscape for primary initial teacher education (ITE) in Ireland prompted the first stage of this longitudinal design-research study on Mathematics Education which sought to establish a model of teaching and learning based upon iterations of research upon practice (Borko, Liston, & Whitcomb, 2007). The challenge was to design a research led undergraduate Bachelor of Education (B.Ed.) mathematics programme of study that would focus on the development of students' efficacy, and more particularly in Year 1, on students' knowledge of and approaches to the teaching of Measures and perceived implementation of same on their first teaching placement in schools. This first phase of the study gathered students' views retrospectively on the B.Ed. 1 programme, and explored their perceptions of the skills and abilities they possessed whilst teaching mathematics on School Placement. The entire cohort of 430 first year ITE students were invited to participate in an online questionnaire based upon Enochs, Smith and Huinker's (2000) mathematics teacher efficacy beliefs instrument (MTEBI) with a small number of more open questions pertaining to the particular content of the first year programme. This paper presents an analysis of the responses to the questionnaire and the implications for future research. While the response rate to the questionnaire was disappointing (40 questionnaires completed from 430 students invited) some preliminary findings include moderate self-efficacy scores across the MTEBI subscales, many students' inclination to draw from research-based resources in planning, and a specific lack of self-efficacy relating to the use of manipulatives.
The Development of Student Teachers' Efficacy Beliefs in Mathematics during Practicum
International Group For the Psychology of Mathematics Education, 2003
In this study we examine the development of prospective primary teachers' efficacy beliefs (TEB) with respect to teaching mathematics during practicum. The analysis of the responses of 89 student teachers in three repeated scale distributions indicated a marked positive change in all groups formed by cluster analysis. Eight students were interviewed at the commencement, in the middle, and at the end of the course to investigate which factors contributed to this change and how. We found that the effect of broad sources informing efficacy beliefs identified by supplemented by the influence of individuals involved in the course played a major role in the cyclical process of efficacy change. Implications for further research and for developing practicum courses are drawn.
In this study, 187 prospective mathematics teachers' teaching efficacy beliefs and sources of their beliefs were investigated through the administration of Teachers' Sense of Efficacy Scale (TSES) and The Sources of Self Efficacy Inventory (SOSI) scales. Furthermore, this study explored how well hypothesized sources (mastery experiences, vicarious experiences, verbal persuasions, physiological and affective states) predict participants' teaching efficacy beliefs. The calculated mean scores (out of 9) for dimensions of TSES were: 6,35 for Efficacy for Student Engagement, 6,57 for Efficacy for Instructional Strategies, 6,35 for Efficacy for Classroom Management. Multiple regression analysis results showed that combination of hypothesized sources significantly predicted overall teaching efficacy beliefs and all dimensions of TSES.
Establishing Factorial Validity of the Mathematics Teaching Efficacy Beliefs Instrument
School Science and Mathematics, 2000
scale range from 13 to 65; MTOE scores may range from 8 to 40. The first version of the MTEBI had 23 items like the STEBI-B; however, subsequent analysis in this validation required two items be Document Reproduction Service No. ED 379 216) Rubeck, M., & Enochs, L. (1991). A path analytic model of variable that influence science and chemistry teaching self-efficacy and outcome expectancy in middle school science teachers. Paper presented at the annual
Acta Scientiae, 2020
Background: Given the importance of studies the mathematics teaching self-efficacy and outcome expectancy of pre-service teachers, novice teachers (up to 10 years of experience) and experienced teachers (more than 10 years of experience), it is important to research the behaviour of the three groups proposed. Objectives: Compare the mathematics teaching self-efficacy and outcome expectancy of pre-service and in-service Primary Education teachers. Design: The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is used to carry out the study. The MTEBI comprises two subscales: Personal Mathematics Teaching Efficacy (or teaching self-efficacy) (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). Setting and Participants: The first group of participants consists of 419 pre-service teachers enrolled at the bachelor's degree in Primary Education, the second group of participants consists of 69 novice teachers and the last group consists of 176 experienced teachers. Data collection and analysis: Students of all the years of the bachelor's degree were invited to answer the MTEBI. Therefore, the participation was optional and completely anonymous. Directors of Primary Education schools in the city were sent the link of the survey during the second trimester of 2018-19 academic year. They shared the link so that novice and experienced teachers were able to answer it confidentially. Results: The comparison reveals that experienced teachers have the highest scores in PMTE subscale. The pre-service teachers, on the contrary, give the lowest scores in this subscale. In the MTOE subscale, the lowest values are obtained in the case of novice teachers. Additionally, the statistical analysis shows that there are significant differences between the three groups in both the PMTE and MTOE subscales. Conclusions: The findings of the current study provides information that would be useful for teacher educators to design or modify courses in order to enforce the mathematics teaching efficacy beliefs of pre-service and in-service Primary Education teachers.
Mathematics Teaching Efficacy Belief and Attitude of Pre-service Teachers and Academic Achievement
European Journal of Science and Mathematics Education, 2021
Given the importance of the beliefs and attitudes of the pre-service teachers, this research aims at studying the relation between mathematics teaching efficacy beliefs of pre-service teachers, their attitude towards mathematics and their mathematics academic achievement. Specifically, this work considers both factors together and studies their correlation with mathematics academic achievement. The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is used to measure the teachers' efficacy beliefs of pre-service teachers. Besides, the Attitude towards Mathematics Scale (AMS) is used to rate students' attitude towards mathematics. Participants are 57 pre-service teachers of the third year of the primary education degree. Students of third years of the bachelor's degree were invited to answer the MTEBI and AMS. Obtained results reaffirm that both teachers' efficacy beliefs and attitude towards mathematics are key factors for preservice teacher's mathematics academic achievement. Moreover, the two factors correlate moderately with one another. Furthermore, results manifest that Personal Mathematics Teaching Efficacy (PMTE) is the most determining subscale for academic achievement. It is evidenced the importance of strengthening both the pre-service teachers' efficacy beliefs and the attitude towards mathematics.
International Journal of Science and Mathematics Education, 2022
This paper reports on research which explored the mathematics teaching efficacy beliefs of preservice primary teachers, where efficacy beliefs describe individuals' beliefs in their potential to enact teaching to promote learning. Efficacy was conceptualised as a bi-faceted construct consisting of personal efficacy and outcome expectancy. This research sought to establish the extent to which differences in efficacy are explained by students' mathematics attainment level prior to entry into teacher education; the educational level of the students (whether postgraduate or undergraduate); students' sense of preparedness to teach mathematics on school placement; and students' gender. A total of 186 students responded to a questionnaire designed to measure their efficacy beliefs after completing one taught mathematics education module in university and one teaching practice placement in primary schools. Bivariate and regression analysis pointed to complex relationships between the explanatory and outcome variables. On bivariate analysis, findings included statistically significant associations between gender, mathematics attainment, preparedness to teach, and one or both of personal efficacy and outcome expectancy. In the regression analysis, gender was statistically significantly associated with outcome expectancy, while preparedness to teach and mathematics attainment were statistically significantly correlated with personal efficacy. Personal efficacy and outcome expectancy were significantly correlated on bivariate analysis, but significance was not retained after controlling for other factors in the regression models. This research has implications for teacher educators in understanding factors explaining mathematics teaching efficacy and therefore helping to better prepare preservice teachers to teach mathematics in the primary school classroom.
The influence of teachers' efficacy beliefs on student achievement is well documented in educational literature. Efficacy beliefs are derived from sources of information teachers obtain from professional experiences. This article provides student support services personnel with an overview of efficacy beliefs and their impact on teachers' thoughts, emotions, and behaviors. A cognitive behavioral framework, rational emotive behavior therapy, is used to conceptualize ways efficacy beliefs may hinder teacher performance and student success. Implications for student support services and research are provided.
Preschool Teachers’ Mathematics Teaching Efficacy Belief
Procedia - Social and Behavioral Sciences, 2014
Teacher efficacy can be defined as teachers' beliefs in their abilities to organize and execute courses of action necessary to bring about desired results. Although beliefs and content knowledge, especially teaching mathematics efficacy beliefs are important factors in teacher training. This research aims to determine preschool teachers' efficacy beliefs concerning mathematics teaching using the Mathematics Teaching Efficacy Belief Instrument (MTEBI) developed by Enochs et al. (2000) and adapted to Turkish by Takunyaci & Aydin (2013). Findings indicated that teachers have low efficacy beliefs on teaching mathematics and most of the subject strongly agreed that they would generally teach mathematics ineffectively.Also, there was a significant difference amongst teachers' efficacy beliefs on teaching mathematics and their years of experience in favor of preschool teachers who have 13 and more years experience in teaching.