Middle Level Mathematics Teachers' Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background

Autor/inn/en	Stevens, Tara; Aguirre-Munoz, Zenaida; Harris, Gary; Higgins, Raegan; Liu, Xun
Titel	Middle Level Mathematics Teachers' Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 4, Artikel 9 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	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; Texas + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Klassenführung; Item-Response-Theorie; Interviewing; Interviewtechnik; Rating-Skala
Abstract	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.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10