Teacher Candidates’ Efficacy Beliefs in
Mathematics: Play-Generated
Curriculum Instruction

İncikabı, Lütfi

doi:10.12973/eurasia.2013.927a

Cited by 7 publications

(3 citation statements)

References 22 publications

(32 reference statements)

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“…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

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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.

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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

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“…Alanyazın incelendiğinde öğretmen nitelikleri ve öğretmen yetiştirme konularının pek çok araştırmacı tarafından ele alındığı görülmüştür (Biber, 2013;Kyriacou ve Coulthard, 2000;Baki ve Gökçek, 2007;Arslan ve Özpınar, 2008;İncikabı, Mercimek ve Biber, 2016;Serin, Güneş ve Değirmenci, 2015;Tataroğlu , Özgen ve Alkan, 2011). Bu konuda yapılan çalışmaların öğretmenlik mesleğine yönelik tutumlar (Baykara Pehlivan, 2008;Demirtaş, Cömert ve Özer, 2011;Ekici, 2014;İpek, Kahveci ve Camadan, 2015;Korkut-Owen, Kepir, Özdemir, Ulaş ve Yılmaz, 2012), öğretmen yeterlik ve özyeterlik inançları (Gibson ve Dembo, 1984;Riggs ve Enochs, 1990;Hoy ve Spero, 2005;İşler ve Çakıroğlu, 2009;İncikabı, 2013), mesleki kaygı düzeyleri (Doğan ve Çoban, 2009;Özen vd., 2013;Serin vd., 2015;Özsoy, Özsoy, Özkara ve Memiş, 2010;Hacıömeroğlu ve Şahin-Taşkın, 2010;Şara ve Kocabaş, 2012) öğretmenlik mesleğine ilişkin motivasyon düzeyleri (İncikabı vd., 2013) ve öğretmenlik mesleğinden beklentiler (Uras ve Kunt, 2006;İncikabı vd., 2016;Altaş, 2006;Ekinci ve Burgaz, 2007;Kızğut ve Ergül, 2011) başlıklarında yoğunlaştığı görülmüştür.…”

Section: Introductionunclassified

Neden İlköğretim Matematik Öğretmenliği Programındayım? Tercih Nedenleri ve Beklentilerin Cinsiyet ve Akademik Başarı Bağlamında İncelenmesi: Kastamonu Üniversitesi Örneği

İncikabı¹,

Mercimek²,

Biber³

et al. 2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-The purpose of this study was to determine teacher candidates' reasons for and their expectations fro m the mathematics teacher education program and to reveal the situation in the context of gender and academic success. Being descriptive in nature, the data was analyzed through the content analysis. 102 fourth grade students attending Kastamonu University primary school mathematics teacher education program participated in the research. According to research findings, external factors such as family, university entrance exam score, teacher influence were found to be effective among the reasons for preference of prospective teachers. Similarly, both low and high achieving teacher candidates were mainly attributed their reasons' for selecting mathematics teachers education programmes to the external factors. It has been seen that the expectations of the prospective teachers concentrate on the themes of professional development, academic development and social development.. Male teacher candidates emphasized professional development while female candidates highlighted academic improvement, and social imp rovement factors. Mathematics teacher candidates fro m different level of success more adverted the expectancy of gaining of mathematics teaching skill.

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“…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

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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.

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Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction

Cited by 7 publications

References 22 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

Neden İlköğretim Matematik Öğretmenliği Programındayım? Tercih Nedenleri ve Beklentilerin Cinsiyet ve Akademik Başarı Bağlamında İncelenmesi: Kastamonu Üniversitesi Örneği

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

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