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

Autor/inn/en	Twohill, Aisling; NicMhuirí, Siún; Harbison, Lorraine; Karakolidis, Anastasios
Titel	Primary Preservice Teachers' Mathematics Teaching Efficacy Beliefs: The Role Played by Mathematics Attainment, Educational Level, Preparedness to Teach, and Gender
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 2, S.601-622 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Twohill, Aisling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10259-5
Schlagwörter	Elementary School Teachers; Preservice Teachers; Mathematics Teachers; Teacher Attitudes; Self Efficacy; Beliefs; Mathematics Achievement; Readiness; Educational Attainment; Elementary School Mathematics; Mathematics Instruction + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungsabschluss; Bildungsgut; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01