Middle Level Mathematics Teachers’ Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background

Abstract

Profile analyses were used to investigate differences in the selfefficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers' self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such as preparation in their teaching domain.

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

“…At times teacher-centred approaches are beneficial to introduce concepts and model capabilities, however, it is critical that student-centred pedagogies are utilised in order for learners of computing to consolidate understanding, transfer their knowledge, develop their creativity, and have opportunities to learn from peers (Bower, 2011;Bower & Hedberg, 2010). It is suggested through continued professional development, teachers could be able to better adapt their computational thinking pedagogies and approaches based on student needs (Stevens et al, 2013).…”

“…Providing teachers with adequate teaching-related resources is critical in order to improve student outcomes (Stevens et al, 2013). Black et al (2013) suggest that creating communities of practice could allow teachers to share the resources and provide each other with ongoing support.…”

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

“…Thus, researchers proposed that, like other social-cognitive types of self-efficacy, teachers' self-efficacy is influenced by personal mastery experiences, vicarious experiences (observation of models), social persuasion, and physiological indicators (Schunk, Pintrich, & Meece, 2008;TschannenMoran & Hoy, 2001). Proxies for these sources of teachers' self-efficacy examined in previous research include, but are not limited to, teaching experience, educational background in the subject matter taught, and professional development experiences (Stevens et al, 2013;Swackhamer, Koellner, Basile, & Kimbrough, 2009;Wolters & Daugherty, 2007).…”

“…Moreover, some studies have concluded that there is a negative relationship between the educational background of teachers and their educational beliefs (e.g. Isikoglu, Basturk, & Karaca, 2009;Stevens et al, 2013).…”

“…However, research specifically exploring mathematics background factors (e.g., mathematics college courses) that may influence teachers' educational beliefs about mathematics and the extent to which these beliefs change through teacher education programs is scant. Moreover, the limited studies that have examined mathematics background-related antecedents of teachers' educational beliefs have focused on teacher efficacy beliefs (e.g., Stevens, AguirreMunoz, Harris, Higgins, & Liu, 2013) with little emphasis on mathematics teachers' beliefs about the nature of mathematics knowledge. Thus, to uncover what characteristics contribute to teachers' educational beliefs, this study examined the extent to which mathematical background factors contribute to three types of teacher beliefs about mathematics among teachers predominantly working in large high-poverty urban districts.…”