Measuring pre-service teachers’ self-efficacy in tutoring children in primary mathematics: an instrument

Bjerke, Annette Hessen; Eriksen, Elisabeta

doi:10.1080/14794802.2016.1141312

Cited by 10 publications

(4 citation statements)

References 30 publications

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“…This allows comparisons between items, between people, and between items and people by establishing a person's probable answer on an item: the higher the person's estimate, the more self-efficacious the person feels, and the higher the item estimate, the more self-efficacy is needed to endorse it. For this reason, we chose the approach taken by Bjerke and Eriksen (2016) and applied the Rasch rating scale model (RSM) to analyse the quantitative data. We used WINSTEPS 3.81.0 software (Linacre, 2014) to test the compliance of the data with the RSM.…”

Section: Quantitative Analysismentioning

confidence: 99%

Developing self-efficacy through an extra preparatory school year: Lower secondary students’ perspectives on teacher support

2022

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Quantitative and qualitative data have rarely been combined to offer a rich portrait of how self-efficacy develops in a specific context. We responded to this limitation by investigating students’ experiences of an extra school year between lower and upper secondary school. The objective of the extra school year is to reduce school dropout by strengthening students’ professional and social competences before they enter upper secondary education. The purpose of this paper was to explore how the students’ self-efficacy developed during the extra preparatory school year and to evaluate their perspective on the changes in their self-efficacy and sources of development. We applied a mixed methods design using a threefold questionnaire and individual interviews. The data collected for this study were part of a larger research project. Pre- and post-tests using a survey were applied to measure general self-efficacy, Norwegian self-efficacy and mathematics self-efficacy in individuals. A total of 23 qualitative semi-structured interviews with students near the end of their extra preparatory school year complemented the quantitative data. The data were analysed using a combination of Rasch analysis and thematic analysis. Our findings showed that learning and learning processes cannot be seen in isolation from the context, and we concluded that teachers are a central source of students’ self-efficacy. In this study, the teachers, in their capacity as facilitators and source performers, helped the students work with their individual purposes in mind, both within the domain of qualification and socialisation. However, these purposes could not have been achieved without the initiative and responsibility of each student. By building positive and trustful relationships with their students, the teachers managed to activate the students and help them take responsibility for the social and academic aspects of their lives. From the students’ point of view, the teachers seemed to build contexts in which the educational purposes were present, viewable, sensible and reachable – and important for nurturing the students’ self-efficacy. The students reported on their self-acceptance and feeling of belonging, being forward-looking and being able to portray their future selves as a consequence of mastering their academic disciplines. This study offers a methodological contribution in that we combined quantitative and qualitative data to analyse the students’ self-efficacy. The qualitative data allowed for a more comprehensive understanding of the students’ increased self-efficacy than that derived from the quantitative data alone.

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Section: Quantitative Analysismentioning

confidence: 99%

Developing self-efficacy through an extra preparatory school year: Lower secondary students’ perspectives on teacher support

2022

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“…Results from previous studies in the field are inconclusive. While some authors indicate that peer tutoring may be beneficial and that their students showed improvements [11,12], others state that no significant improvements or benefits were documented [13]. Hence, given the proven potentiality of these methodologies with academic and psychological variables, it is of interest to test the effects of peer tutoring on students' self-concept.…”

Section: Introductionmentioning

confidence: 99%

Effects of peer tutoring on middle school students’ mathematics self-concepts

Miravet

Alegre

2020

PLoS ONE

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The effects of peer tutoring on students' mathematics self-concepts were examined. The Marsh questionnaire was used to measure students' mathematics self-concepts before and after implementation of a peer tutoring program. A pretest posttest control group design was employed. Study participants included 376 students from grades 7 to 9 (12 to 15 years old). No statistically significant differences were reported between the pretest and the posttest for any of the control groups. Statistically significant improvements were reported for all grades for the experimental groups. An average increment of 13.4% was reported for students in the experimental group, and the overall effect size was reported to be medium (Hedges' g = 0.48). No statistically significant differences were reported across grades for the experimental group. The main conclusion of this study is that same-age and reciprocal peer tutoring may be very beneficial for middle school students' mathematics self-concepts. Several recommendations for field practitioners emanated from the study: use same-age and reciprocal tutoring over cross-age and fixed peer tutoring; schedule tutoring programs for four weeks or less with two to four sessions of 25 minutes or less per week for each tutoring session; and, include a control group in research studies.

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“…However, as noted by da Ponte and Chapman (2008), the nature of this knowledge is critical: Shulman (1986) pointed out the difference between knowing that and knowing why, emphasising that a teacher should not only understand that something is so, but additionally also understand why it is so (Shulman, 1986). As Bjerke and Eriksen (2016) found, novice pre-service teachers (PSTs) find 'understanding why' more challenging than 'understanding how'. Consequently, the development of 'understanding why' (or in Skemp's (1976) terms, a relational understanding of mathematics) is often a central goal of teacher education: it is an important component of subject matter knowledge, supporting the development of the ability to deal with contingent moments in the classroom, as identified by Rowland (2013).…”

Section: Introductionmentioning

confidence: 99%

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

Bjerke

Solomon

2019

Scandinavian Journal of Educational Research

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Measuring pre-service teachers’ self-efficacy in tutoring children in primary mathematics: an instrument

Cited by 10 publications

References 30 publications

Developing self-efficacy through an extra preparatory school year: Lower secondary students’ perspectives on teacher support

Developing self-efficacy through an extra preparatory school year: Lower secondary students’ perspectives on teacher support

Effects of peer tutoring on middle school students’ mathematics self-concepts

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

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