NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1152335
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: EISSN-2470-6353
Preparing Graduate Students to Teach Math: Engaging with Activities and Viewing Teaching Models
Mongillo, Maria Boeke
Networks: An Online Journal for Teacher Research, v18 n2 Article 4 Fall 2016
Teacher self-efficacy is the belief a teacher holds that he or she can make a difference in student achievement, even when the student is difficult or unmotivated (Guskey & Passaro, 1994). It has been linked to positive teacher practices and student outcomes. This mixed methods study of preservice elementary and early childhood math teachers explored how having students engage in hands-on activities and view video teaching models in a graduate mathematics methods course influenced their teacher self-efficacy for math. The study took place in two phases, with course modifications made between the two. Statistical analyses of pre- and post-test scores on the Mathematics Teaching Efficacy Beliefs Instrument showed positive outcomes in Phase 1 but not Phase 2. Qualitative data in both phases suggested working with hands-on materials and viewing video models was beneficial to building student self-efficacy and in improving mathematical content knowledge.
New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A