Teachers' Reflections on Their Reform-Based Teaching in Mathematics: Implications for the Development of Teacher Self-Efficacy

Autor/inn/en	Gabriele, Anthony J.; Joram, Elana
Titel	Teachers' Reflections on Their Reform-Based Teaching in Mathematics: Implications for the Development of Teacher Self-Efficacy
Quelle	In: Action in Teacher Education, 29 (2007) 3, S.60-74 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Self Efficacy; Educational Change; Mathematics Teachers; Teacher Effectiveness; Mathematics Instruction; Teacher Improvement; Teacher Attitudes; Evaluation Methods; Elementary School Teachers; Faculty Development; Grade 1; Grade 2 + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Bildungsreform; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Elementary school; Grundschule; Volksschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	The purpose of this study was to examine the sources of efficacy of experienced teachers who are making the transition to reform-based mathematics teaching, by examining the criteria that they use to evaluate their teaching effectiveness. The quantity and quality of 10 elementary teachers' verbal reflections on the success of their lessons were compared as a function of the length of time that they had participated in a professional development project. Results suggest that the sources of information upon which teachers base evaluations of their teaching change in important ways as teachers shift from traditional to reform-based mathematics teaching. Implications are discussed for understanding how teacher self-efficacy for reform-based teaching can be enhanced through professional development. (Contains 2 tables and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10