Profiles of Pre-Service Primary Teachers: Attitudes, Self-Efficacy, and Gender Stereotypes in Teaching Science and Mathematics

Autor/inn/en	Navarro, Marianela; Martin, Annjeanette; Gómez-Arízaga, María P.
Titel	Profiles of Pre-Service Primary Teachers: Attitudes, Self-Efficacy, and Gender Stereotypes in Teaching Science and Mathematics
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 1, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Navarro, Marianela) ORCID (Martin, Annjeanette) ORCID (Gómez-Arízaga, María P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Preservice Teachers; Elementary School Teachers; Student Attitudes; Sex Stereotypes; Self Efficacy; Science Instruction; Mathematics Instruction; Profiles; Foreign Countries; Chile + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Charakterisierung; Profilanalyse; Ausland
Abstract	This descriptive study aims to analyze personality traits associated with gender and attitudes and self-efficacy towards teaching science and mathematics in pre-service primary teachers. Convenience sampling was used to select 92 pre-service primary teachers in Chile, who were administered a set of instruments to measure these variables; these instruments have displayed adequate levels of validity and reliability. Results show that an important percentage of pre-service primary teachers have low levels of self-efficacy and attitudes toward teaching these subjects and have personality traits that indicate marked gender stereotypes. Furthermore, the measured variables together generate distinct profiles of pre-service primary teachers. The implications of these results are discussed in relation to creating more equitable school environments that strive to attract more students, especially girls, to engage in science and mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01