Improving Mathematical Self-Efficacy of Preservice Elementary Teachers

Autor/in	Schanke, Angela
Titel	Improving Mathematical Self-Efficacy of Preservice Elementary Teachers
Quelle	In: PRIMUS, 33 (2023) 3, S.271-284 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schanke, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2022.2068092
Schlagwörter	Preservice Teachers; Elementary Education; Teacher Education Programs; Self Efficacy; Mathematics Instruction; Student Attitudes + Suchen Sie Ihr Suchwort? Elementarunterricht; Self-efficacy; Selbstwirksamkeit; Mathematics lessons; Mathematikunterricht; Schülerverhalten
Abstract	Preservice elementary teachers tend to have higher mathematics anxiety than other undergraduate majors, which can be mitigated through building self-efficacy. Teacher education programs can address this deficit through methods courses that provide opportunities for preservice teachers to construct mathematical concepts and practice instruction. For this study, the self-efficacy preservice teachers felt about teaching mathematics was assessed before and after completing a one-credit elementary education mathematics seminar. The course included research into student errors, open-ended mathematics tasks, and student reflection. The pre- and post-test data indicated that a statistically significant increase in self-efficacy, t(49) = 11.393, p < 0.05, with qualitative analysis of responses corroborating the positive effects of the course, especially of the student error analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01