Content Knowledge, Attitudes, and Self-Efficacy in the Mathematics New York City Teaching Fellows (NYCTF) Program

Autor/in	Evans, Brian R.
Titel	Content Knowledge, Attitudes, and Self-Efficacy in the Mathematics New York City Teaching Fellows (NYCTF) Program
Quelle	In: School Science and Mathematics, 111 (2011) 5, S.225-235 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2011.00081.x
Schlagwörter	Classroom Techniques; Methods Courses; Mathematics Education; Self Efficacy; Measures (Individuals); Alternative Teacher Certification; Mathematics Instruction; Pedagogical Content Knowledge; Knowledge Base for Teaching; Questionnaires; Attitude Change; Program Effectiveness; Student Behavior; Problem Solving; Fellowships; New York + Suchen Sie Ihr Suchwort? Klassenführung; Methodisch-didaktische Anleitung; Mathematische Bildung; Self-efficacy; Selbstwirksamkeit; Messdaten; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Fragebogen; Attitudinal change; Einstellungsänderung; Student behaviour; Schülerverhalten; Problemlösen; Fellowship; Stipendium
Abstract	The purpose of this study was to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program. Further, the purpose was to understand the attitudes toward mathematics and concepts of self-efficacy that Teaching Fellows had over the course of the semester. The sample included 42 new Teaching Fellows who were given a mathematics content test, attitudes toward mathematics questionnaire, and teaching self-efficacy questionnaire at the beginning and end of the semester. Further, the teachers kept teaching and learning journals. Findings revealed a significant increase in both mathematical content knowledge and positive attitudes toward mathematics. Additionally, Teaching Fellows were found to have positive attitudes and high self-efficacy at the end of the semester, and relationships were found between attitudes and self-efficacy. Finally, Teaching Fellows generally found that classroom management was the biggest issue in their teaching, and that problem solving and numeracy were the most important topics addressed in their learning. Future studies should address self-efficacy differences between preservice and in-service teachers and the effects of alternative certification teacher knowledge, attitudes toward mathematics, and self-efficacy on students in the classroom. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10