NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1105589
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: EISSN-2156-1400
Increasing Perceived Efficacy for Teaching Mathematics: An Exploratory Study
Rosenfeld, Deborah
Journal of Mathematics Education at Teachers College, v1 n1 p25-35 Spr-Sum 2010
This study explores pre-service early childhood teachers' efficacy for teaching mathematics. Thirty-eight participants completed the short form of the Teacher Efficacy Scale and the Teacher Beliefs Scale before and after they conducted a clinical interview with a child around a mathematical topic. Results indicated a significant increase in Personal Teaching Efficacy as well as significant changes in beliefs about early childhood mathematics.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Teacher Efficacy Scale