Educational reform and the self-efficacy beliefs of teachers implementing nongraded primary school programs

Mesquita, Paul B. de; Drake, Jeffery C.

doi:10.1016/0742-051x(95)97311-9

Cited by 49 publications

(29 citation statements)

References 18 publications

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“…Early studies of teachers' self-efficacy beliefs either found no significant differences between less experienced teachers compared to their more experienced counterparts (Guskey, 1988), or lower levels of self-efficacy in several specific areas of instruction (e.g., involving parents in classroom instruction) among more experienced teachers compared to their less experience peers (De Mesquita & Drake, 1994). More recent studies examining the effect of teaching experience on self-efficacy indicate that early career teachers, on average, report lower levels of self-efficacy compared to their more experienced counterparts (Ross, Cousins, & Gadalla, 1996;Wolters & Daugherty, 2007).…”

Section: Teachers' Experiencementioning

confidence: 99%

Antecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools

Corkin

Ekmekci

Papakonstantinou

2015

AJTE

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Section: Teachers' Experiencementioning

confidence: 99%

Antecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools

Corkin

Ekmekci

Papakonstantinou

2015

AJTE

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“…Se ha evidenciado que, dentro del conjunto de creencias, actitudes y percepciones de los futuros profesores, las creencias acerca de su eficacia en la enseñanza de la matemática son relevantes, pues se relacionan favorablemente con su desempeño educativo (Moseley & Utley, 2006); con su calidad de vida en general (Velásquez, 2012); con una mejor adaptación a innovaciones educativas (De Mesquita & Drake, 1994;Ghaith & Yaghi, 1997;Guskey & Passaro, 1994); con una mayor flexibilidad para emplear distintos enfoques al desarrollar los contenidos; con la incorporación de nuevas ideas y destrezas; y con la disposición a cambiar los métodos de enseñanza (Czerniak & Lumpe, 1996;Ghaith & Yaghi, 1997).…”

Section: Introductionunclassified

Validación de la escala de creencias de eficacia en la enseñanza de la matemática (ECEEM) y caracterización de las creencias de estudiantes de pedagogía básica

Verdugo

Asún

Martínez

2018

Cal Edu

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Tomando en cuenta la relevancia de que los estudiantes de Pedagogía tengan creencias positivas acerca de su futura eficacia como docentes y la ausencia de instrumentos validados en la población chilena que midan dicho constructo, en esta investigación se realizó la validación convergente y factorial de la Escala de Creencias de Eficacia en la Enseñanza de la Matemática (ECEEM), adaptación al español de la escala Mathematics Teaching Efficacy Belief Instrument (MTEBI), validada en Estados Unidos en el año 2000. La muestra estuvo conformada por 945 estudiantes de Pedagogía en Educación Básica de 14 universidades en cinco regiones, correspondientes a las zonas norte, centro y sur de Chile. Los resultados indicaron que ECEEM presentó buen nivel de discriminación, un ajuste adecuado a la estructura teórica propuesta, alta fiabilidad y una correlación significativa con las variables esperadas, por lo que constituye un instrumento adecuado para medir las creencias de eficacia en la enseñanza de la matemática de futuros docentes de Pedagogía Básica. En términos descriptivos, los futuros docentes mostraron creencias de eficacia positivas, pero no totalmente satisfactorias, pues existe un grupo importante que duda de las posibilidades de producir aprendizajes significativos en sus estudiantes.

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“…One related scale was included in this analysis: the Mathematics Teaching Efficacy Belief Instrument (MTEBI). Reference [16] demonstrated a direct relationship between the perceived levels of teacher efficacy and attitudes toward innovative reform practices. In particular, beliefs have been closely associated with behavior in Bandura's theory of social learning [17].…”

Section: Evidence Of Validitymentioning

confidence: 99%

Development and Validation of the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics

Kim

2014

IJEEDU

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Abstract:This article is a report about the development of a new instrument to measure South Korean elementary teachers' anxiety about teaching mathematics; it explores the instrument's underlying dimensions by examining the responses of 64 South Korean elementary teachers. From the conceptual framework, I designed three sub-scales in the Survey Items of the South Korean Elementary Teachers' Anxiety about Teaching Mathematics (S-ATM): preference for mathematics or mathematics instruction, confidence in mathematics or mathematics instruction, and effectiveness of mathematics instruction. I conducted analyses of the principal components to determine the factor structures of the scales. The results showed that the relativity for each sub-scale's Cronbach's alpha was greater than .700. I also examined this scale's validity by surveying the same participants with the Mathematics Teaching Efficacy Belief Instrument and comparing the results. The results demonstrated that the mathematics teaching anxiety sub-scales were significantly collated with the validation scale statistically. Its psychometric properties were sound, and the S-ATM instrument can be recommended for use in investigating South Korean elementary teachers' anxiety about teaching mathematics.

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Educational reform and the self-efficacy beliefs of teachers implementing nongraded primary school programs

Cited by 49 publications

References 18 publications

Antecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools

Antecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools

Validación de la escala de creencias de eficacia en la enseñanza de la matemática (ECEEM) y caracterización de las creencias de estudiantes de pedagogía básica

Development and Validation of the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics

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