Connections between Pre-Service Teachers' Mathematical Dispositions and Self-Efficacy for Teaching Mathematics

Autor/inn/en	Cruz, Jasmine M.; Wilson, Aaron T.; Wang, Xiaohui
Titel	Connections between Pre-Service Teachers' Mathematical Dispositions and Self-Efficacy for Teaching Mathematics
Quelle	In: International Journal of Research in Education and Science, 5 (2019) 2, S.400-420 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Preservice Teachers; Mathematics Instruction; Self Efficacy; Student Attitudes; Correlation; Mathematics Teachers; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Academic Achievement; Predictor Variables; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Korrelation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schulleistung; Prädiktor; Lehramtsstudiengang; Lehrerausbildung
Abstract	Mathematical dispositions (MD) and self-efficacy for teaching mathematics (SEFTM) are important elements of teachers? beliefs that significantly influence their behaviors and educational practices in the classroom. This study looked at relationships between pre-service teachers? (PSTs) MD and their SEFTM in connection with other descriptors related to their progress through the teacher education program and prior mathematical experiences. Survey data were collected from 238 PSTs at a midsized university in the US. Results include the finding that PSTs? intended grade-level and subject approximately mirror their MD and SEFTM: those planning to be elementary school (generalist) teachers were slightly behind both middle and high school teachers, who had more positive MD, while both elementary and middles school PSTs were slightly behind high school-level mathematics content PSTs, who had the greatest SEFTM. Additionally, MD was a strong predictor of SEFTM, and both MD and SEFTM appear to be mediated by the influence upon PSTs of their prior mathematics teachers. Implications for teacher education and avenues for further research into these associations are offered. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01