An Examination of Mathematics Teacher Efficacy and Mathematics Anxiety in Elementary Pre-Service Teachers

Autor/in	Gresham, Gina
Titel	An Examination of Mathematics Teacher Efficacy and Mathematics Anxiety in Elementary Pre-Service Teachers
Quelle	In: Journal of Classroom Interaction, 44 (2009) 2, S.22-38 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Methods Courses; Teacher Effectiveness; Rating Scales; Mathematics Teachers; Mathematics Anxiety; Self Efficacy; Elementary School Mathematics; Elementary School Teachers; Interviews; Student Teacher Attitudes; Mathematics Instruction; Teaching Methods; Mathematical Concepts + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Rating-Skala; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Elementare Mathematik; Schulmathematik; Elementary school; Grundschule; Volksschule; Interviewing; Interviewtechnik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	One hundred fifty six participants enrolled in a mathematics methods course were involved in the study which specifically examined Mathematics Teacher Efficacy and Mathematics Anxiety in Elementary Pre-service Teachers. Data collection involved findings from the Mathematics Teaching Efficacy Beliefs Instruments (MTEBI), Mathematics Anxiety Rating Scale (MARS), and interviews with pre-service teachers. A significant, negative relationship between mathematics teachers' efficacy and pre-service teachers' mathematics anxiety (r = -0.475, p less than 0.05) was found. Pre-service teacher interviews revealed that efficaciousness towards mathematics teaching practices is associated with mathematics anxiety and is the basis for their mathematics teaching efficacy beliefs. Pre-service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy. (Contains 2 tables.) (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10