An investigation of elementary preservice teachers’ self-efficacy for teaching mathematics

Giles, Rebecca M.; Byrd, Kelly; Bendolph, Angelia

doi:10.1080/2331186x.2016.1160523

Cited by 36 publications

(37 citation statements)

References 28 publications

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“…Another component of teacher preparation is having efficacy in one's ability to teach. Self-efficacy in content area knowledge and presentation skills makes it an essential feature in literacy instruction and has been linked to improved instructional practices (Giles, Byrd, & Bendolph, 2016).…”

Section: Effective Teachingmentioning

confidence: 99%

Supporting Clinical Practice Through Rehearsals

Javeed¹,

Isidro²

2019

nwjte

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Rehearsing is a form of pedagogy in teacher education to prepare pre-service teachers with instructional practices before live enactments in a classroom. This qualitative study used grounded theory to explore how rehearsals impacted five elementary literacy courses in a university teacher education program. Data comprised of prolonged observations, video recordings of rehearsals, and surveys. The process of coding and re-coding resulted in findings that reflect rehearsing provided Teacher Candidates with confidence with lesson presentation,

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Section: Effective Teachingmentioning

confidence: 99%

Supporting Clinical Practice Through Rehearsals

Javeed¹,

Isidro²

2019

nwjte

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“…The most important factor of an individual self-efficacy is performance accomplishment (Huang, 2013). Self-efficacy is based on self-perceptions with regards to particular behaviours and it is therefore considered to be situation or context specific and task dependent (Giles, Byrd & Bendolph, 2016;Huang, 2013).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…One factor that is often cited as consistent predictor of teacher success is teacher self-efficacy (Scharmann, & Hampton, 1995). Teacher's self-efficacy is a predictor of teachers' practice and student outcomes (Graham, Harris, Fink & MacArthur, 2001;Shunk, 1989) since it influences teachers' classroom management, methods of teaching and increases students' motivation to learn and succeed (Uzen et al, 2010). Teachers self-efficacy influences both the teacher and the students' behaviour (Shunk, 1989).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Preservice Teachers’ Self-Efficacy in the Teaching of Science at Basic Schools in Ghana

2019

JEP

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Many researchers emphasize the need to look at teacher self-efficacy in preservice teacher preparation and training for the teaching profession. The purpose of this study was to explore science teachers' efficacy beliefs of preservice teachers who are enrolled in general programme and those enrolled in science programme at a college of education in Ghana. Data for the study were collected from a total number of 227 preservice teachers using Science Teaching Efficacy Belief Instrument (STEB-B). Data were analysed using both descriptive and inferential statistics specifically mean and standard deviation and t-test. The results indicated that preservice teachers had high science teaching efficacy however, those who are enrolled in science programme were efficacious than their counterpart in the general programme. Also there was a statistically significant difference in gender on the preservice teachers' science teaching efficacy beliefs.

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“…Self-efficacy has been extensively researched based on the assumption that learning outcome is subject to SETM, which can be developed in many ways. One of them was observed by Giles, Byrd, & Bendolph [4] in their experimental study who claimed that, through training of constructivist-based elementary mathematics, SETM improved significantly.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Teacher's Mathematical Knowledge on Self-efficacy for Teaching Mathematics

Sugilar¹

2018

Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017)

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The purpose of this research was to explore the effect of teachers' mathematical knowledge on self-efficacy for teaching mathematics. The framework of teacher's mathematical knowledge broadened in scope from teachers' common mathematical knowledge, specialized mathematical knowledge, to horizon mathematical knowledge. These three were modeled and integrated into the teaching of the division of fractional numbers. The method used in this research was quasi-experiment that involved 42 teachers of elementary schools. Path analysis was applied to data that included the direct or indirect effects of mathematical knowledge on self-efficacy. Results indicate that horizon mathematical knowledge was statistically significant and positive for self-efficacy for teaching mathematics (=0.657, p=0.000). Significant statistic was also shown in the effect of horizon mathematical knowledge on both common mathematical knowledge (=0.362, p=0.019) and specialized mathematical knowledge (=0.574, p=0.000). However, the effect of both common mathematical knowledge (=0.093, p=0.509) and specialized mathematical knowledge (=0.029, p=0.857) on selfefficacy for teaching mathematics was not statistically so. The importance of building self-efficacy in the current workforce of mathematics teacher through a wide range of training practices for teacher's horizon mathematical knowledge needs further potential directions, accordingly.

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An investigation of elementary preservice teachers’ self-efficacy for teaching mathematics

Cited by 36 publications

References 28 publications

Supporting Clinical Practice Through Rehearsals

Supporting Clinical Practice Through Rehearsals

Preservice Teachers’ Self-Efficacy in the Teaching of Science at Basic Schools in Ghana

The Effect of Teacher's Mathematical Knowledge on Self-efficacy for Teaching Mathematics

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