Written in English
In a qualitative study, self-efficacy and the learning trajectories of elementary teacher candidates teaching mathematics were examined. The site for this study was a newly established Faculty of Education in an Ontario, Canada University. Participants in the study were preservice teachers enrolled in a mathematics methods course. Data sources included open-ended surveys, observations, focus group and individual interviews, and math logs. Because the study focused on participant experiences, qualitative methods of Constructivist Grounded Theory were used: a zig-zag approach of data collection and analysis included open coding of transcripts and texts; active code and theory notes and visual maps to clarify and confirm understanding of the data. Key sources of efficacy information, strategies for enhancing efficacy in methods courses, and methodological considerations of Grounded Theory all emerged and intersected with the theoretical frameworks of teacher efficacy and reform-based mathematics teaching. The study identified challenges and successes preservice teachers experienced and recommends strategies to facilitate enhanced teacher efficacy in mathematics.
|Statement||by Catherine Diane Bruce.|
|The Physical Object|
|Pagination||vi, 198 leaves :|
|Number of Pages||198|
inquiry into preservice mathematics teacher efficacy in relation to the teaching and learning of secondary school mathematics. The motivation for this study is a desire to understand more deeply the nature of teacher efficacy with preservice teachers. We, as certified teachers in Ontario, have all been preservice : Jamie Scott Pyper. The study found that the mathematics self-efficacy perceptions of pre-service teachers do not change as they progress towards their university degree. However, variables concerning the mathematics backgrounds of the pre-service elementary school teachers affect their perceptions of mathematics by: 2. The Effect of Pre-service Mathematics Teachers' Beliefs about International Journal of Instruction, July Vol, No.3 correlation between the components of pre-service teachers' beliefs on math teaching and learning and the components of math File Size: KB. Specifically, the pre-service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy. Interviews with pre-service teachers indicated that their mathematics anxiety is associated with efficaciousness toward mathematics teaching practices and is the basis for their mathematics teaching efficacy by:
In general, the preservice teachers with the lowest degrees of mathematics anxiety had the highest levels of mathematics teacher efficacy. The interviews indicated that efficaciousness toward mathematics teaching practices, descriptions of mathematics, and basis for mathematics teaching efficacy beliefs were associated with mathematics by: pre‐service teachers participated in a sequence of three required content mathematics courses, each taught using a socio‐constructivist learning environment. Theoretical Perspectives Self‐efficacy beliefs. The influence of pre‐service teachers’ self‐efficacy beliefs on their conceptions of. The Instrument of Pre-service Mathematics Teachers Efficacy Beliefs about Using Concrete Models developed by Bakkaloğlu  and interview forms were used as data collection tools. The research revealed that the micro-teaching practices with concrete models had positive effects on the pre-service teachers’ self-efficacy beliefsFile Size: KB. mathematics teaching anxiety of pre-service teachers. Ünlü and Ertekin () pointed out there is a moderate positive relationship between self-efficacy beliefs of pre-service teachers toward mathematics teaching and their mathematics self-efficacy beliefs. File Size: KB.
Before the course, questionnaires named as Self-Efficacy towards Mathematics Scale by Umay (), Self-Efficacy towards Computer Scale by Askar and Umay (), and Computer Literacy Scale by Kilinc and Salman () were applied to 75 preservice elementary mathematics teachers and nine voluntary participants were selectedFile Size: KB. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book Format: Paperback. Heidi Lynn Hunt-Ruiz. PRESERVICE TEACHERS: INVESTIGATIONS IN EARLY FIELDWORK AND MATHEMATICS EFFICACY BELIEFS. (Under the direction of Scott B. Watson, Ph.D.) School of Education, August, In this quasi-experimental study, preservice teachers from two community colleges enrolled in a mathematics for teachers two-course : Heidi Lynn Hunt-Ruiz. Early childhood preservice teachers participated in a qualitative multiple case study to explore and examine the effectiveness of reform-based constructivist methods used in a mathematics methods.