Effect of Micro-Teaching Practices with Concrete Models on Pre-Service Mathematics Teachers' Self-Efficacy Beliefs about Using Concrete Models

Autor/in	Ünlü, Melihan
Titel	Effect of Micro-Teaching Practices with Concrete Models on Pre-Service Mathematics Teachers' Self-Efficacy Beliefs about Using Concrete Models
Quelle	In: Universal Journal of Educational Research, 6 (2018) 1, S.68-82 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Microteaching; Preservice Teachers; Mathematics Instruction; Mathematics Teachers; Models; Self Efficacy; Teaching Methods; Beliefs; Elementary School Mathematics; Elementary School Teachers; Preservice Teacher Education; Mathematical Concepts; Teacher Education Programs; Self Concept Measures; Comparative Analysis; Pretests Posttests; Mixed Methods Research; Foreign Countries; Turkey; Self Efficacy Scale + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Analogiemodell; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Elementare Mathematik; Schulmathematik; Elementary school; Grundschule; Volksschule; Lehramtsstudiengang; Lehrerausbildung; Ausland; Türkei
Abstract	The purpose of the current study was to investigate the effect of micro-teaching practices with concrete models on the pre-service teachers' self-efficacy beliefs about using concrete models and to determine the opinions of the pre-service teachers about this issue. In the current study, one of the mixed methods, the convergent design (embedded) was used. The participants in the study consisted of 41 pre-service elementary mathematics teachers who were enrolled mathematics teacher education programme at a state university in Turkey. In this research, The Instrument of Pre-service Mathematics Teachers Efficacy Beliefs about Using Concrete Models developed by Bakkaloglu and interview forms were used as data collection tools. The research revealed that the micro-teaching practices with concrete models had positive effects on the pre-service teachers' self-efficacy beliefs about using concrete models. Pre-service teachers think that these micro-teaching practices had positive effects on the skills of teaching. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01