Lebanese Pre-Service Teachers' Dispositions and Efficacy Beliefs in an Early Years Mathematics Methods Course

Autor/inn/en	Yamak, Maria; Chaaban, Youmen
Titel	Lebanese Pre-Service Teachers' Dispositions and Efficacy Beliefs in an Early Years Mathematics Methods Course
Quelle	In: Mathematics Teacher Education and Development, 24 (2022) 2, S.19-32 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yamak, Maria) ORCID (Chaaban, Youmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Foreign Countries; Personality; Self Efficacy; Beliefs; Mathematics Education; Methods Courses; Mathematics Instruction; Learning Processes; Value Judgment; Teacher Effectiveness; Time Perspective; Student Attitudes; Lebanon + Suchen Sie Ihr Suchwort? Ausland; Personalität; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Mathematische Bildung; Methodisch-didaktische Anleitung; Mathematics lessons; Mathematikunterricht; Learning process; Lernprozess; Werturteil; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Zeitbezug; Schülerverhalten; Libanon
Abstract	With the growing emphasis on early mathematics education, it is imperative to explore the preparedness of early years mathematics pre-service teachers in relation to content knowledge, beliefs, and dispositions. Therefore, this mixed-methods study explored Lebanese pre-service teachers' mathematics dispositions and efficacy beliefs in the context of a mathematics methods course. The sample comprised of 11 pre-service teachers who completed a survey prior to and after completing the methods course. Additionally, they each participated in a semi-structured interview shortly after beginning the course. Results revealed pre-service teachers had the most positive beliefs with regards to how mathematics is learned, the nature and usefulness of mathematics, and personal teaching efficacy. Following the course, statistically significant differences were observed with regards to how mathematics is learned, personal teaching efficacy beliefs, and general teaching efficacy beliefs. Practical implications include the importance of subject-specific mathematics methods courses for teachers of younger children, as well as supporting the development of pre-service teachers' conceptual mathematical understanding prior to entering the profession. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01