Mathematics Anxiety and Mathematics Teacher Efficacy in Elementary Pre-Service Teachers

Autor/in	Gresham, Gina
Titel	Mathematics Anxiety and Mathematics Teacher Efficacy in Elementary Pre-Service Teachers
Quelle	In: Teaching Education, 19 (2008) 3, S.171-184 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
Schlagwörter	Teacher Effectiveness; Self Efficacy; Rating Scales; Mathematics Teachers; Mathematics Anxiety; Teaching Methods; Preservice Teachers; Elementary School Mathematics; Mathematics Instruction; Interviews; Teacher Attitudes; Beliefs; Correlation; Methods Courses; Preservice Teacher Education; Mathematics Anxiety Rating Scale + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Rating-Skala; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik; Lehrerverhalten; Belief; Glaube; Korrelation; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung
Abstract	This study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among 156 elementary pre-service teachers from a university in the southeastern United States. Data sources included the Mathematics Anxiety Rating Scale (MARS), Mathematics Teaching Efficacy Beliefs Instrument, and pre-service teacher interviews. Findings revealed a significant, negative relationship between mathematics anxiety and mathematics teachers' efficacy (r = -0.475, p less than 0.05). Specifically, the pre-service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy. Interviews with pre-service teachers indicated that their mathematics anxiety is associated with efficaciousness toward mathematics teaching practices and is the basis for their mathematics teaching efficacy beliefs. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10