A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?

Autor/in	Isiksal-Bostan, Mine
Titel	A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 8, S.2085-2102 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2016.1277a
Schlagwörter	Longitudinal Studies; Mathematics Instruction; Preservice Teachers; Teacher Education Programs; Interviews; Computer Mediated Communication; Student Attitudes; Teacher Attitudes; Beginning Teachers; Classroom Techniques; Pedagogical Content Knowledge; Textbooks; Teacher Effectiveness; Self Efficacy; Middle School Teachers; Mathematics Teachers; Mixed Methods Research; Measures (Individuals); Foreign Countries; Parent Teacher Cooperation; Teacher Student Relationship; Likert Scales; Turkey + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik; Computerkonferenz; Schülerverhalten; Lehrerverhalten; Junior teacher; Junglehrer; Klassenführung; Pädagogische Kompetenz; Textbook; Text book; Schulbuch; Lehrbuch; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Messdaten; Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Likert-Skala; Türkei
Abstract	The aim of this longitudinal study was to examine prospective teachers' mathematics teaching efficacy belief during their enrollment in teacher education program and at the end of their first year of teaching. In addition, the factors that enhance or inhibit participants' efficacy belief and how these factors affect their mathematics teaching efficacy when they become inservice teacher were investigated. Mixed research design was used in which data were collected through longitudinal survey and electronic interviews. Findings revealed that prospective teachers' mathematics teaching efficacy beliefs increase during their enrollment in teacher education program but decrease during their first year of teaching. In addition, classroom management, communicating with student, communicating with parents, mathematical knowledge for teaching, material usage, and textbook usage are the factors that enhance or inhibit teachers' efficacy beliefs during their first year of teaching. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01