An Investigation of Elementary Preservice Teachers' Self-Efficacy for Teaching Mathematics

Autor/inn/en	Giles, Rebecca McMahon; Byrd, Kelly O.; Bendolph, Angelia
Titel	An Investigation of Elementary Preservice Teachers' Self-Efficacy for Teaching Mathematics
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1160523 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Byrd, Kelly O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1160523
Schlagwörter	Elementary School Teachers; Preservice Teachers; Self Efficacy; Mathematics Instruction; Likert Scales; Surveys; Teacher Effectiveness; Questionnaires; Statistical Analysis; Knowledge Level; Teacher Competencies + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Mathematics lessons; Mathematikunterricht; Likert-Skala; Survey; Umfrage; Befragung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fragebogen; Statistische Analyse; Wissensbasis; Lehrkunst
Abstract	Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers' self-efficacy beliefs related to teaching mathematics. Forty-one participants from a single university responded to the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) after completing a constructivist-based elementary mathematics methods course prior to student teaching. The MTEBI is 21-item survey using a 5-point, forced choice Likert-like scale to provide an individual's perceptions of mathematics teaching efficacy beliefs on two subscales--Personal Mathematics Teaching Efficacy Belief (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). Responses on the PMTE subscale (Mean = 51.08, SD=5.171) indicate that the respondents' personal mathematics teach efficacy is positive. Participants' responses (Mean = 29.32, SD = 3.29) on the MTOE subscale indicate positive expectations of students' mathematics learning. Attending to preservice teacher efficacy is worthy of examination. Teacher preparation programs must identify opportunities to positively impact mathematics teaching efficacy of preservice teachers. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01