A Case Study of Elementary Beginning Mathematics Teachers' Efficacy Development

Autor/in	Chang, Yu-Liang
Titel	A Case Study of Elementary Beginning Mathematics Teachers' Efficacy Development
Quelle	In: International Journal of Science and Mathematics Education, 8 (2010) 2, S.271-297 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-009-9173-z
Schlagwörter	Teacher Effectiveness; Self Efficacy; Foreign Countries; Data Analysis; Mathematics Teachers; Beginning Teachers; Case Studies; Elementary School Teachers; Comparative Analysis; Interviews; Observation; Professional Development; Mathematics Instruction; Taiwan + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Ausland; Auswertung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Interviewing; Interviewtechnik; Beobachtung; Mathematics lessons; Mathematikunterricht
Abstract	The main purpose of this research was to explore the developmental process of and possible changes in beginning elementary mathematics teachers' efficacy. Beginning teachers with and without mathematics and science backgrounds were also compared to explore differences in their efficacy development. A multiple-case study method with a process and recursive design was employed in this study. The participants were six beginning elementary mathematics teachers purposefully selected from Taichung, Taiwan. Data were collected through interviews, recordings, observations, and reflection notes and then analyzed by immersion and editing analytic techniques. Based on the data analysis, a five-gradation developmental model and its characteristics of elementary beginning mathematics teacher efficacy was developed and proposed. The findings demonstrated the developmental process of this five-gradation model and its continuity and cyclical nature. Moreover, beginning mathematics teachers, who were at the same efficacy levels, tended to exhibit substantial similarities but slight differences in their developmental processes. This study also verified that the construct of internal and external factors played a significant role in cyclically contributing to continuous efficacy development. The implications of beginning mathematics teachers' efficacy and their professional development that derived from the findings and discussions were proposed, as well as a recommendation for further exploration on their efficacy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10