Prospective Primary Teachers' Efficacy to Teach Mathematics: Measuring Efficacy Beliefs and Identifying the Factors That Influence Them

Autor/inn/en	Leavy, Aisling; Bjerke, Annette Hessen; Hourigan, Mairéad
Titel	Prospective Primary Teachers' Efficacy to Teach Mathematics: Measuring Efficacy Beliefs and Identifying the Factors That Influence Them
Quelle	In: Educational Studies in Mathematics, 112 (2023) 3, S.437-460 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leavy, Aisling) ORCID (Bjerke, Annette Hessen) ORCID (Hourigan, Mairéad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-022-10181-1
Schlagwörter	Preservice Teachers; Elementary School Teachers; Teacher Effectiveness; Mathematics Instruction; Self Efficacy; Self Concept Measures; Attitude Change; Knowledge Level + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Attitudinal change; Einstellungsänderung; Wissensbasis
Abstract	Prospective teachers' mathematics efficacy beliefs affect school placement experiences and influence later teacher behaviour and subsequent student outcomes. These efficacy beliefs are open to change during initial teacher education and become more resistant to change once the teacher enters the workforce. Therefore, it is important to measure mathematics teacher efficacy early in initial teacher education and identify low efficacy beliefs. This study measured the mathematics teaching efficacy beliefs of 402 prospective primary teachers. Arising from Rasch analysis of the efficacy scores of these teachers, 22 participants who displayed a range of mathematics teaching efficacy beliefs were interviewed to gain insights into factors affecting these beliefs. Participants communicated greater confidence in tasks requiring procedural (tell-items) than conceptual knowledge (explain-items). Both low and high efficacy participants reported traditional experiences of mathematics teaching and learning as students. However, high efficacy participants reported mastery of mathematics within these traditional contexts, whereas their low efficacy peers did not report mastery. Furthermore, all participants reported how memories of their school mathematics experiences informed their level of efficacy when thinking about teaching mathematics, thus revealing the powerful influence of mastery experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01