Evaluation of Self-Efficacy in Prospective Primary School Teachers in the Context of Mathematics Teaching (original) (raw)
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Because of traditionally high drop out rates in mathematics courses students often expect to fail also. This results in a low motivation for learning mathematics and a low mathematics self-efficacy expectation. However, self-efficacy beliefs of a person have been identified as an important factor for performing tasks successfully. Higher self-efficacy expectations can lead to better results and therefore increase the motivation for learning mathematics. This is especially important when these students are future mathematics teachers. In order to determine the mathematics self-efficacy expectations of students and to measure the influence of pedagogical interventions on self-efficacy, an adequate instrument is needed. This paper describes the development and validation of a scale for measuring the mathematics self-efficacy expectations of future teachers (MaSE-T).
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.
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The aim of this study was to examine the self-efficacy beliefs about mathematical literacy among teachers of primary school mathematics and the relationship between the self-efficacy beliefs and attitudes towards mathematics. To that end, a descriptive research study was conducted with 550 prospective teachers studying primary school mathematics and teaching at three Turkish universities in three different cities. We obtained data through use of the Mathematical Literacy Self-efficacy Scale and a Scale Measuring Attitude towards Mathematics. The self-efficacy beliefs of prospective teachers about mathematical literacy were compared according to their gender, the grade level(s) they were being trained to teach, and the university they attended. Additionally, the relationship between the self-efficacy beliefs of the prospective teachers about mathematical literacy and their attitudes towards mathematics were examined. We also examined whether attitude is a predictor of self-efficacy beliefs. Based on the research findings, we determined that the self-efficacy beliefs of prospective teachers about mathematical literacy were high and these beliefs did not change according to gender, the grade level(s) they were being trained to teach, or the university they attended. Further, the results of the study revealed a significantly low relationship between the self-efficacy beliefs and attitudes of prospective teachers towards mathematics. The findings of this study indicate that prospective teachers' attitudes towards mathematics are an important predictor of self-efficacy beliefs about mathematical literacy.
Shanlax International Journal of Education, 2021
Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers’ problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers’...
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.
Investigation of the Teacher Self-Efficacy Beliefs of Math Teachers
2018
This study aimed to investigate the teacher self-efficacy beliefs of math teachers in terms of certain variables such as gender, seniority, the program they graduated from, the level of school they are working at. The survey and causal-comparative research methods were used in this study. The sample of the study comprised a total of 158 math teachers. We used Teacher' Sense of Efficacy Scale in the study to collect the data. The data were analyzed using descriptive statistics, independent samples t-test and ANOVA. As a result of data analysis, the teacher self-efficacy belief levels of math teachers, in general, was found to be "quite efficient", but this level was "slightly efficient" in the self-efficacy sub-factor for student engagement. Some statistically significant differences were found between teacher self-efficacy beliefs of math teachers in general and among each sub-factor of the scale in terms of gender. On the other hand, the difference between m...