A Research on the Beliefs about Mathematics Learning and Teacher Efficacy of Prospective Teachers in Turkey

Autor/inn/en	Memnun, Dilek Sezgin; Katranci, Yasemin
Titel	A Research on the Beliefs about Mathematics Learning and Teacher Efficacy of Prospective Teachers in Turkey
Quelle	In: World Journal of Education, 2 (2012) 6, S.66-78 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Foreign Countries; Mathematics Instruction; Teacher Effectiveness; Preservice Teachers; Preservice Teacher Education; Mathematics Teachers; Student Attitudes; Elementary School Teachers; Beliefs; Instructional Program Divisions; Gender Differences; Student Surveys; Likert Scales; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Elementary school; Grundschule; Volksschule; Belief; Glaube; Geschlechterkonflikt; Schülerbefragung; Likert-Skala; Statistische Analyse; Türkei
Abstract	The aim of this study is to measure the consistency of beliefs about mathematics teaching and learning, and the perception of the effectiveness of prospective teachers. A total of 554 prospective teachers studying in the Kocaeli University, including 306 mathematics and 248 elementary prospective teachers participated in the research. Mathematics Beliefs Instrument was applied to the mathematics and elementary prospective teachers. In conclusion, it has been understood that majority of the prospective teachers have positive beliefs about mathematics. Mathematical beliefs of freshmen and sophomores or juniors change significantly. Similarly, significant differences appeared in the belief average points of female and male prospective teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04