South Korean Elementary Teachers' Mathematics Teaching Efficacy Beliefs Implications for Educational Policy and Research

Kim, Rina; Sihn, Hang Gyun; Mitchell, Rebecca

doi:10.5899/2014/metr-00052

Cited by 7 publications

(6 citation statements)

References 20 publications

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“…In previous research the impact of certification on efficacy beliefs also varied. For example, Voris (2011) did not find any differences in teacher efficacy between alternatively and traditionally certified special education teachers, while Kim, Sihn, and Mitchell (2014) observed positive relations between certification and teachers' mathematics efficacy beliefs. These wide results may be a reason for further research on the impact on teacher efficacy beliefs.…”

Section: Discussionmentioning

confidence: 98%

“…This has been described in the literature as a result of the theory of behavioural change (Bandura, 1977) in which, for example, positive or negative experiences affect a person's self-efficacy. Furthermore, the relationship between self-efficacy and teacher experience is reported as nonlinear and complex (Kim, Sihn and Mitchell, 2014;Klassen and Chiu, 2010), influenced by the psychological context of the work environment (Klassen and Chiu, 2010).…”

Section: Discussionmentioning

confidence: 99%

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Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students

Ekstam

Korhonen

Linnanmäki

et al. 2017

Research in Spec Educ Needs

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Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students

Ekstam

Korhonen

Linnanmäki

et al. 2017

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

“…Although studies in mathematics TSE to date emphasise the significance of time in TSE development (e.g. Kim et al, 2014) and illustrate that this development follows different trajectories for different individuals (Charalambous et al, 2008), they do not discuss these findings in connection to teacher identity. Yet, similarly to the work of Moslemi and Habibi (2019), this study illustrates that the identity perspective on learning and development helps explain at least some aspects of the process of TSE appraisal.…”

Section: Discussionmentioning

confidence: 99%

The role of teacher identity in teacher self-efficacy development: the case of Katie

Marschall

2021

J Math Teacher Educ

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This article illustrates the role of teacher identity in teacher self-efficacy development during initial teacher education. It has been posited that teacher self-efficacy develops on the basis of information accessed through four self-efficacy sources: vicarious and enactive experiences, social persuasion, and physiological and affective states, and by interacting with a myriad of personal and external factors. The very process of teacher self-efficacy development, however, is not well understood. This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher’s teacher self-efficacy is affected by the way she sees herself. More specifically, the study illustrates how aspects of a strong student teacher identity negatively affect the pre-service teacher’s teacher self-efficacy appraisal, and how her teacher identity, emerging through the processes of autonomous role enactment and social verification, supports teacher self-efficacy development.

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“…According to the framework of PISA 2018, they are measured through a questionnaire for a teacher prepared for this purpose. Kim, Sihn;and Mitchell ( 2014) define beliefs as teacher's views on his competence and ability to perform specific math teaching tasks at a certain level of quality in the school context.…”

Section: Teaching Practices According To the Framework Of Pisa 2018mentioning

confidence: 99%

Teaching Practices of the Mathematics Male and Female Teachers According to the PISA Framework and its Relation to their Beliefs towards their Students

2021

ilkonline

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The study aimed to identify the different teaching practices of mathematics male and female teachers according to the framework of PISA 2018 and its relation to their beliefs towards their students. The study used the descriptive survey approach. The sample consisted of (421) mathematics male and female teachers in AL-Taif city in the year 1442 AH. After testing the reliability and validity; two tools were used to collect data: a questionnaire and a scale. Results showed that both genders, male and female teachers, have a high level of formulation of mathematics; the mean was (2.4840). Moreover, their teaching practices level of employing mathematics was high and reached the mean (2.3976). Meanwhile their level of teaching practices of the process of mathematics explanation was at the mean (2.2130). Results also showed that there is a statistical significant difference in the level (α≤ 0, 05). The previous result is related to the gender variable in which females outperformed the males, and to the teaching experience in which the more experienced respondents outperformed the inexperienced ones. Finally, results showed that there was no statistical significant difference in the level (α≤ 0, 05) for the level of education variable. Based on the results of the study, the following recommendations might be taken into consideration: workshops might be hilled to improve the teachers' teaching practices of mathematics formulation and explanation in addition to some steps and procedures in PISA framework must be embedded in the teacher's guide.

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South Korean Elementary Teachers' Mathematics Teaching Efficacy Beliefs Implications for Educational Policy and Research

Cited by 7 publications

References 20 publications

Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students

Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students

The role of teacher identity in teacher self-efficacy development: the case of Katie

Teaching Practices of the Mathematics Male and Female Teachers According to the PISA Framework and its Relation to their Beliefs towards their Students

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