Effects of Video-Supported Expertise-
Based Training (XBT) on Preservice
Science Teachers’ Self-Efficacy Beliefs

Sancar-Tokmak, Hatice

doi:10.12973/eurasia.2013.924a

Cited by 10 publications

(5 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Mavrikaki & Athanasiou, 2011;Siegle & McCoach, 2007;Stevens, Harris, Aguirre-Munoz, & Cobbs, 2009), as well as providing better teacher preparation programs for pre-service teachers' efficacy development (e.g. Incikabi, 2013;Richardson & Liang, 2008;Sancar-Tokmak, 2013). In addition, the 58 mathematics teachers, on average, had nearly 74% confidence in their own mathematics teaching capabilities, about 20 of them were lower than 70%.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement

Chang

2015

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The purpose of this study was to examine the effects of fifth-grade mathematics teachers' efficacy (MTE) on their students' mathematics self-efficacy (SMSE) and mathematical achievement (SMA) in classrooms. Two mathematics efficacy instruments were administered to 58 classes (i.e. 58 teachers and 1244 fifth-graders respectively) to gather data associated with SMA scores in school. Statistical analyses were applied to the obtained data. The findings revealed that MTE beliefs significantly influenced both SMSE and SMA. Additionally, SMSE had a mediative impact on the effect of MTE on SMA. Subsequent to a discussion of the findings, suggestions were proposed for further improvement of mathematics teachers' efficacy and, in turn, for enhancing fifth-graders' mathematics self-efficacy and mathematical achievement in the future.

show abstract

Section: Conclusion and Discussionmentioning

confidence: 99%

Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement

Chang

2015

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Video-vignettes are a valuable way of addressing difficult-to-explore and sensitive topics (Jeffries & Maeder, 2004;Shen, Gromova, Zakirova, & Yalalov, 2017). They also facilitate understanding of the complexity of teaching (Koc et al, 2009), boost motivation and self-efficacy (Herbst et al, 2013;Sancar-Tokmak, 2013), and help connect theory to practice (Hatch et al, 2016). Video-vignettes can be re-watched and are therefore a good basis to reflect from multiple perspectives (Seidel et al, 2013).…”

Section: Video-vignettes To Develop Feedback Competencementioning

confidence: 99%

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Muñiz-Rodríguez

Alonso

Rodrı́guez-Muñiz

et al. 2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The ability to give constructive, purposeful and timely feedback is essential to the teaching profession. Research indicates that this competence remains underdeveloped during initial teacher education. This paper focuses on the design, implementation, and evaluation of a competence development intervention with secondary mathematics student teachers. The intervention builds on videotaped response-based simulations. A pre-test/post-test design was used. Mathematics student teachers were invited to respond to open-ended questions while watching a series of video-vignettes which focused on providing feedback to students in different real-life classroom situations. Content analysis of student teachers' answers helped us map changes in their feedback competence development. A scale was developed to capture their related feedback self-efficacy. The results indicate that the intervention had a positive impact on the development of mathematics student teachers' feedback competence. Implications and directions for future research are discussed.

show abstract

“…Además, se debe considerar que la autoeficacia del profesor juega un papel importante en la promoción del logro académico de los estudiantes y su desarrollo de la autoeficacia en el aula, los docentes deben realizar esfuerzos para establecer un ambiente de trabajo positivo y colaborativo y de aprendizaje en el servicio que promueva las matemáticas y la educación (Chang, 2015). Considerando estos aspectos importantes de la autoeficacia de la enseñanza de las matemáticas, varios autores han indicado la importancia de proporcionar mejores programas de preparación de profesores, para desarrollar su autoeficacia (e.g., Incikabi, 2013;Sancar, 2013).…”

Section: Discussionunclassified

Actitud hacia las matemáticas de los estudiantes de quinto grado de educación primaria y autoeficacia de los profesores

Segarra

Julià

2021

CienciasPsi

View full text Add to dashboard Cite

En este trabajo se estudia la actitud hacia las matemáticas de 194 estudiantes de quinto grado. Adicionalmente, se estudia las medias aritméticas entre las creencias de la enseñanza de las matemáticas de los profesores y la actitud de los estudiantes. Se utiliza la Escala de Actitud hacia las Matemáticas (EAM) para medir la actitud de los estudiantes. El Instrumento de Creencias de Eficacia en la Enseñanza de Matemáticas (Mtebi, por su sigla en inglés) se utiliza para medir las creencias de eficacia de los profesores. Los resultados indican que los estudiantes tienen una actitud positiva hacia las matemáticas. El factor confianza tiene puntuaciones más altas. El estudio de las medias indica que los estudiantes con mayor actitud positiva tienen profesores de matemáticas con mayor autoeficacia de la enseñanza de las matemáticas. Los profesores deben considerar a la actitud como un factor importante en el desarrollo cognitivo del estudiante.

show abstract

Effects of Video-Supported Expertise- Based Training (XBT) on Preservice Science Teachers’ Self-Efficacy Beliefs

Cited by 10 publications

References 19 publications

Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement

Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Actitud hacia las matemáticas de los estudiantes de quinto grado de educación primaria y autoeficacia de los profesores

Contact Info

Product

Resources

About