ERIC Number: EJ1132891
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Characterization of Mathematics Instructional Practises for Prospective Elementary Teachers with Varying Levels of Self-Efficacy in Classroom Management and Mathematics Teaching
Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.
Mathematics Education Research Journal, v29 n1 p45-72 Mar 2017
The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.
Descriptors: Preservice Teachers, Mathematics Teachers, Teaching Methods, Mathematics Instruction, Elementary School Mathematics, Elementary School Teachers, Self Efficacy, Classroom Techniques, Mixed Methods Research, Teacher Education, Teacher Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1118894