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ERIC Number: EJ1013938
Record Type: Journal
Publication Date: 2013-Apr
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0313-5373
Middle Level Mathematics Teachers' Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background
Stevens, Tara; Aguirre-Munoz, Zenaida; Harris, Gary; Higgins, Raegan; Liu, Xun
Australian Journal of Teacher Education, v38 n4 Article 9 Apr 2013
Profile analyses were used to investigate differences in the self-efficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers' self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such as preparation in their teaching domain. (Contains 3 tables and 4 figures.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A