Developing Self-Efficacy in Teaching Mathematics: Pre-Service Teachers’ Perceptions of the Role of Subject Knowledge

Abstract

She has worked in teacher education in Norway for 15 years. She researches in the area of mathematics teacher knowledge, and the development of self-efficacy in teaching mathematics in pre-service teachers. Her work includes development of a measure of self-efficacy in teaching mathematics, using Rasch analysis.

The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy

“…However, these two teaching capacities have irregularities in their relationship (Austin, 2013(Austin, , 2015Norton, 2019a;Schreiber & Filo, 2019;Thomson et al, 2017). For instance, the MKT positively correlates with and predicts the MSE when mathematics teachers have enough self-sensations for their MSE and MKT, which is more likely to happen with expert teachers (Bjerke & Solomon, 2020;Bray, 2011;Corkin et al, 2015). Researchers claim that when mathematics teachers have a high level of MKT, that will pave the way for high MSE because it eases teachers' cognitive process and allows them to give more attention to the instructional process (Rushton et al, 2016).…”

“…For example, demographic variables like teachers' age, race, gender, and teaching certification level plus supportive school environment and culture hold a positive impact on both the MSE and the MKT (Brown, 2012;Clark et al, 2014;Corkin et al, 2015;Ren & Smith, 2018), and others like classroom management, communication with students and their parents, textbooks and instructional materials claimed to be mediator factors for novice teachers in their first teaching year (Auletto & Stein, 2020;Isiksal-Bostan, 2016). Expert teachers in mathematics commonly hold high MSE, which is sometimes accompanied by a high level of the MKT (Bjerke & Solomon, 2020;Corkin et al, 2015;. However, novice and expert teachers' actual MKT is not always correlated with their self-perceived expertise in the MKT (Austin, 2013(Austin, , 2015.…”

Mathematics Pre-Service Teachers’ Numerical Thinking Profiles

“…The results of previous studies showed that 40% of students who took the numeracy test were unsure of the correct answer and 20% assumed the answer was wrong (Forgasz et al, 2017), there is lack of confidence in providing their numeracy experience (Campbell et al, 2020), and there is a need for self-efficacy in teaching mathematics (Bjerke & Solomon, 2020). Pre-service teachers have inconsistent self-efficacy scores on understanding math content (Norton, 2019).…”

Self-Efficacy of Teachers in Initial Training: A Comparison between the Populations of Two Universities

“…In fact, a high self-efficacy is needed for a continuous and permanent search of paths to success, avoiding fiasco and frustration, as stated by numerous investigations in this regard [4][5][6][7][8][9][10] The perceptions of a person about their own capacities are directly related with a given time, specific objectives and a concrete environment, therefore, they are not immutable, but dynamic and changing, so that they can get better and develop by increasing the locus of control of the subject about their behaviors and acts, and also increasing the knowledge about their environment and their trustfulness to influence it in a positive way, as shown in research on the subject [11][12][13][14][15][16]. The development and maintenance of a high self-efficacy in the training field is a way to motivate learning and encourage self-regulation in all the processes, as evidenced by the investigations that relate these variables [17][18][19][20][21][22]. The subject of self-efficacy faces learning in a critical, systematic and self-regulated way, and proactively assumes the completion of tasks and the accomplishment of their educational goals [23][24][25][26][27][28][29].…”