ERIC Number: EJ1013938
Record Type: Journal
Publication Date: 2013-Apr
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0313-5373
EISSN: N/A
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.)
Descriptors: Middle Schools, Mathematics Teachers, Mathematics Instruction, Self Efficacy, Teacher Effectiveness, Professional Development, Teacher Competencies, Teaching Skills, Knowledge Base for Teaching, Learner Engagement, Pretests Posttests, Classroom Techniques, Item Response Theory, Interviews, Rating Scales
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
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