The Mediating Role of Prospective Mathematics Teachers' Beliefs on the Relationship between Perceptions and Attitudes

Autor/in	Cantürk Günhan, Berna
Titel	The Mediating Role of Prospective Mathematics Teachers' Beliefs on the Relationship between Perceptions and Attitudes
Quelle	In: Acta Didactica Napocensia, 13 (2020) 1, S.117-126 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Preservice Teachers; Beliefs; Correlation; Public Colleges; Pedagogical Content Knowledge; Mathematics Education; Elementary Education; Teacher Attitudes; Self Efficacy; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Belief; Glaube; Korrelation; Pädagogische Kompetenz; Mathematische Bildung; Elementarunterricht; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Ausland; Türkei
Abstract	The aim of this study is to investigate the mediation effects of prospective mathematics teachers' beliefs about mathematics on the relationship between perception of pedagogical content knowledge and attitude towards mathematics teaching. Data of the study was collected from 295 prospective mathematics teachers who study at elementary mathematics teaching in education faculty of a state university. Three scales were used for the variables mentioned in this subject. The relation between these variables was analyzed through statistical methods such as regression analysis and sobel tests. As a result of the study, it was determined that the prospective mathematics teachers' perceptions of pedagogical content knowledge affect their attitudes toward mathematics teaching positively. It was also found that the relationship between perception of pedagogical content knowledge and attitude toward mathematics teaching was fully mediated by their beliefs about mathematics. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01