Effect of a Reform-Based Mathematics Method Courses on Pre-Service Teachers’ Mathematics Teaching Efficacy Beliefs (original) (raw)
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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.
Pre-Service Teachers’ Belief About the Efficacy of Their Mathematics Teaching: A Case Study
European Journal of Science and Mathematics Education
This paper studies the pre-service teachers' mathematics teaching self-efficacy throughout the bachelor's degree in Primary Education. Our hypothesis is that the mathematical courses included in the bachelor's degree can influence their mathematics teaching self-efficacy. To carry out the study, pre-service teachers of each year of the Primary Education Degree answer the Mathematics Teaching Efficacy Belief Instrument (MTEBI) at the end of the 2016-17 academic year. The MTEBI is comprised of two sub-scales, namely, Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). Obtained results evidence a statistically significant difference (in positive) between the pre-teachers of the first and the last year of the bachelor's degree in the PMTE subscale. Therefore, these results show that the three teaching and learning mathematics courses (TLM) included in the bachelor's degree do change the students' PMTE. Concretely, the second TLM course, which is connected to a student teaching practice period, really makes the difference. Scores obtained in the MTOE subscale, on the contrary, do not increase throughout the Degree. To sum up, this study shows that the Mathematical Curriculum of the bachelor's degree can influence on the PMTE of the pre-teachers. Therefore, teacher educators should be aware of the importance of the Mathematical Curriculum and design the teaching and learning mathematics courses in order to promote the PMTE of the pre-teachers.
2015
The purpose of this study was to investigate the mathematical knowledge for teaching and self-efficacy levels of middle school mathematics teachers in Turkey. The sample consisted of 42 teachers, working at 15 randomly-selected schools in the Çankaya district of Ankara. Data were collected by using the number concepts and operations scale and the mathematics teaching efficacy beliefs instrument. A multivariate analysis of variance was conducted, where the independent variables were age (novice or senior) and certification type (faculty of education or alternatively certified). The analysis revealed that there was 0.84 standard deviations difference between the mean self-efficacy levels of novice and senior teachers. No statistically significant difference was observed between the self-efficacy beliefs and mathematical knowledge of teachers with respect to their types of certification. Results were discussed in terms of subject-specific competencies for teaching, reformoriented efforts in teacher education and recruitment, and quality of professional development for teachers.
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.
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.
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.
Investigation of Teachers’ Mathematics Teaching Self-efficacy
International Electronic Journal of Elementary Education, 2015
The aim of this research is to investigate primary school teachers’ characteristics by comparing their mathematics teaching self-efficacy beliefs. In this research, qualitative research method is used. In order to determine the participant teachers, firstly, “Self-Efficacy Beliefs toward Mathematics Teaching Scale” (Dede, 2008) was applied to 33 primary school teachers, at seven public primary schools, in Adana, Turkey, in 2011-2012 school years. Then, according to results of the scale, four teachers are chosen to carry out semi-structured interviews. The interview data were analysed by conducting qualitative analytic methods. The results demonstrated that teachers with a higher self-efficacy belief have some different characteristics to those with a lower self-efficacy belief such as showing a higher level of effort and persistence with students, being more open to new ideas and new methods, believing in students’ achievements and taking responsibility for students’ success, placin...
The purpose of this study is to examine the effect of department and years spent in program on elementary and secondary mathematics pre-service teachers' mathematics teaching efficacy beliefs. The study was conducted with 318 pre-service teachers enrolled in elementary and secondary mathematics teacher education programs in the United States. The Mathematics Teaching Efficacy Belief Instrument (MTEBI, Enochs, Smith, & Huinker, 2000) was used to measure the participants' teaching efficacy beliefs. The results show that there was significant effect of department and years spent in the department on pre-service teachers' personal mathematics teaching efficacy scores. No significant effect of the department and years spent in the department of mathematics teaching outcome expectancy scores was observed. The results were discussed and teaching ideas for teacher educators were suggested.
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.
Analysis of Mathematics Teachers' Self-Efficacy Levels Concerning the Teaching Process
The purpose of this study is to identify mathematics teachers' opinions on the teaching process self-efficacy levels; and to examine mathematics teachers' teaching process self-efficacy beliefs with regards to specific variables. The study was conducted in Turkey during the second term of the 2015-2016 academic year. The study sample consisted of 328 mathematics teachers working in secondary and high schools. The " scale for teacher self-efficacy on the teaching process " developed by Korkmaz and Ünsal (2015) was used as the data collection instrument for the study. The scale consists of 23 items and four dimensions. These dimensions are individual difference, planning, method and technique diversity and use of various activities. Arithmetic mean (̅), independent samples t-test and one-way variance analysis were conducted in analyzing the data. In addition, the Lsd test was conducted in cases where a difference was detected in the anova test so as to identify between which groups the difference occurred. According to the study results, it was observed that mathematics teachers stated opinions on having high self-efficacy beliefs concerning the teaching process, that these opinions differed based on the gender, year of service, level of school of profession variables and that these opinions did not differ based on the type of school of graduation, educational background and type of school variables. The results were compared with other study results and were discussed. Suggestions were made based on the results in the final section of the study.