ERIC Number: EJ1101810
Record Type: Journal
Publication Date: 2016-Aug
Abstractor: As Provided
Reference Count: 38
A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?
EURASIA Journal of Mathematics, Science & Technology Education, v12 n8 p2085-2102 Aug 2016
The aim of this longitudinal study was to examine prospective teachers' mathematics teaching efficacy belief during their enrollment in teacher education program and at the end of their first year of teaching. In addition, the factors that enhance or inhibit participants' efficacy belief and how these factors affect their mathematics teaching efficacy when they become inservice teacher were investigated. Mixed research design was used in which data were collected through longitudinal survey and electronic interviews. Findings revealed that prospective teachers' mathematics teaching efficacy beliefs increase during their enrollment in teacher education program but decrease during their first year of teaching. In addition, classroom management, communicating with student, communicating with parents, mathematical knowledge for teaching, material usage, and textbook usage are the factors that enhance or inhibit teachers' efficacy beliefs during their first year of teaching.
Descriptors: Longitudinal Studies, Mathematics Instruction, Preservice Teachers, Teacher Education Programs, Interviews, Computer Mediated Communication, Student Attitudes, Teacher Attitudes, Beginning Teachers, Classroom Techniques, Pedagogical Content Knowledge, Textbooks, Teacher Effectiveness, Self Efficacy, Middle School Teachers, Mathematics Teachers, Mixed Methods Research, Measures (Individuals), Foreign Countries, Parent Teacher Cooperation, Teacher Student Relationship, Likert Scales
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: Turkey