Mathematics Teaching Efficacy: Does Having Experience Really Matters? (original) (raw)

Primary Preservice Teachers' Mathematics Teaching Efficacy Beliefs: the Role Played by Mathematics Attainment, Educational Level, Preparedness to Teach, and Gender

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.

An Investigation on the Effect of Department and Years Spent in Program on Pre-Service Teachers' Mathematics Teaching Efficacy Beliefs

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.

Mathematics Teaching Self-Efficacy and Outcome Expectancy of Pre-Service and In-Service Primary Education 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.

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.

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.

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.

The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy

Eurasia Journal of Mathematics, Science and Technology Education

This research study investigates how elementary teachers' mathematical knowledge for teaching (MKT) relates to their mathematical self-efficacy (MSE) and whether the MKT can predict the MSE. Researchers administered the MSE scale and the MKT test to 86 in-service elementary mathematics teachers. Two-step regression analyses results indicated that MKT and its proxy measures (teaching experience, training type, and hours) were significant predictors of elementary mathematics teachers' MSE level; however, the MKT was the strongest. Considering these results, the research recommends aligning the MKT and the MSE when building teacher preparation and professional development programs. The implications for teacher preparation and developmental programs are further discussed.

Mathematics Fluency and Teaching Self-Efficacy of Teacher Candidates

2016

Developing high levels of mathematical skills in students is a concern for teachers worldwide, since most of the fastest growing occupations require significant mathematics or science preparation. Teachers need to be prepared to teach mathematics successfully. If teachers are not fluent in simple mathematical calculations, they may not feel confident in applying complex pedagogical content knowledge. This paper explores the association between mathematics fact fluency and mathematics teaching self-efficacy. Fifty-seven elementary teacher candidates completed two assessments. The first assessment was a mathematics fact fluency assessment evaluating the participants' fact fluency for the four basic mathematics operations: addition, subtraction, multiplication, and division. The second assessment was the commonly used Mathematics Teaching Efficacy Beliefs Instrument. Person r correlations were completed to examine the relationship between mathematics fact fluency and self-efficacy in teaching elementary mathematics. Positive relationships were found between participants' scores on the Mathematics Teaching Efficacy Beliefs Instrument and the addition and multiplication fact fluency scores. Personal mathematics teaching efficacy was related to addition fact fluency with higher teacher candidates' efficacy scores associated with the correct completion of more addition facts. Mathematics teaching outcome expectancy was positively related to addition, multiplication, and total facts completed.

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.