The Emphasis of Inquiry Instructional Strategies: Impact on Preservice Teachers' Mathematics Efficacy

Autor/in	Althauser, Krista L.
Titel	The Emphasis of Inquiry Instructional Strategies: Impact on Preservice Teachers' Mathematics Efficacy
Quelle	In: Journal of Education and Learning, 7 (2018) 1, S.53-70 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Mixed Methods Research; Mathematics Instruction; Preservice Teachers; Teacher Effectiveness; Elementary School Teachers; Elementary School Mathematics; Methods Courses; Self Efficacy; Interviews; Experiential Learning; Manipulative Materials; Teaching Methods; Surveys; Attitude Measures; Constructivism (Learning); Participant Observation; Qualitative Research; Pretests Posttests + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Methodisch-didaktische Anleitung; Self-efficacy; Selbstwirksamkeit; Interviewing; Interviewtechnik; Experiental learning; Erfahrungsorientiertes Lernen; Hilfsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Survey; Umfrage; Befragung; Teilnehmende Beobachtung; Qualitative Forschung
Abstract	Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students' mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary mathematics methods course. The data were collected from several semester groups. The instruments used were the Mathematics Teaching Efficacy Beliefs Instrument, interview data, and observation data collected during the clinical experience. The focus of this study was to compare the changes in teacher self-efficacy following a methods course that emphasized hands-on mathematics instruction with manipulatives by means of the 5E instructional format. The results of the paired-samples t-test indicated that there was a significant difference in the preservice elementary teachers' self-efficacy for teaching mathematics after engaging in the elementary methods course. Preservice teachers reported that their understanding of various instructional practices changed significantly from a "tell, show, and do" model to an approach utilizing interactive and engaging activities. They also reported that their attitude toward mathematics had improved significantly and that there had been a direct impact on their confidence for teaching mathematics as a result of the structure of the elementary math methods course. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01