Teacher self-efficacy sources during secondary mathematics initial teacher education

Marschall, Gosia

doi:10.1016/j.tate.2023.104203

Cited by 4 publications

(3 citation statements)

References 76 publications

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“…Fear observed in the lecturers' emotions indicates that an anxiety occurred in the first minutes of the lectures, after which it disappeared. A similar change was experienced with the feeling of surprise at similar times and was associated with the instructor's self-efficacy [77]. Fear rose again as the lecture progressed, yet there was a significant decrease in most of the lectures when approaching the breaktime.…”

Section: Plos Onementioning

confidence: 54%

“…Similarly, Boonroungrut, Oo and One [47] interpreted the feeling of surprise as a positive emotion according to the circumflex model. This situation can also be interpreted as an increase in teachers' self-efficacy beliefs as the course duration progresses [77]. Fear, Anger, Contempt, and Disgust (negative emotions) increased at the start of the lecture until approximately the 4th minute, and saw fluctuations afterwards.…”

Section: Plos Onementioning

confidence: 99%

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Effect of distance education courses held in different environments on emotions of the instructor

Tonguç

2024

PLoS ONE

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In this study, the emotional states of the instructors who teach by distance education and the effect of the environment in which they give the lesson on their emotions were examined. Computer-aided "Facial Action Coding System" method was used to measure emotion values from facial images. Through the software developed by the researchers using the Microsoft Face Recognition API, 43292 facial images taken from five trainers during their training were analysed and seven basic emotions representing facial expressions were obtained numerically. As a result of the analysis, it was found that the emotions of the instructors that can be described as negative in the lessons held in the e-studio environment generally increased at the beginning of the lesson, decreased in the following minutes and increased again at the end of the lesson; On the other hand, it was determined that positive emotions decreased at the beginning of the lesson and increased later. In the home environment, while the emotions that can be described as negative at the beginning decreased, positive emotions increased. A significant difference was determined between home and e-studio environment in all emotions except anger. One of the emotions with a difference in value between the two environments is happiness, and it has been determined that happiness has higher values in the home environment. It has been determined that other emotions are experienced more in the e-studio environment. It is thought that the results of the study will contribute to the mental states of the instructors who teach through distance education and to the efficiency of distance education.

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Section: Plos Onementioning

confidence: 54%

Section: Plos Onementioning

confidence: 99%

Effect of distance education courses held in different environments on emotions of the instructor

Tonguç

2024

PLoS ONE

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“…Social persuasions, often in the form of feedback from experts or students, is a particularly powerful influence for preservice and novice teachers (individuals with little prior experience) as they can either develop more confidence or doubt their capacities to be a successful teacher (Tschannen-Moran & Hoy, 2007). Finally, emotional arousal is elicited by stress, anxiety and tension and can affect individual's perceived self-efficacy when coping with tough demanding situations, for example, novice teachers receiving either positive or negative feedback from leaders or reactions from students and/or parents (Marschall, 2023;Morris et al, 2017). Together these four sources, being both intrinsic and extrinsic, generate either positive or negative self-efficacy in a specific teaching context.…”

Section: Introductionmentioning

confidence: 99%

Correlates of teachers’ classroom management self-efficacy: A systematic review and meta-analysis

Duan,

Bissaker,

2024

Educ Psychol Rev

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This meta-analysis examined literature from the last two decades to identify factors that correlate with teachers’ classroom management self-efficacy (CMSE) and to estimate the effect size of these relationships. Online and reference list searches from international and Chinese databases yielded 1085 unique results. However, with a focus on empirical research the final sample consisted of 87 studies and 22 correlates. The findings cluster the correlates of CMSE into three categories: teacher-level factors (working experience, constructivist beliefs, teacher stress, job satisfaction, teacher commitment, teacher personality, and teacher burnout), classroom-level factors (classroom climate, classroom management, students’ misbehaviour, students’ achievement, classroom interaction, and student-teacher relationship), and school-level factors (principal leadership and school culture). The results of this meta-analysis show small to large correlations between these 15 factors with CMSE. How these factors are associated with teachers’ CMSE and recommendations for future CMSE research are discussed.

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A transdisciplinary study of a novice mathematics teacher’s instructional decision-making

Marschall,

Watson,

Kimber

et al. 2024

J Math Teacher Educ

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In this study, we examine the real-time decision-making processes of a teacher in a UK post-16 mathematics classroom focusing on the integration of student-centred teaching methods. The contribution of this study is a transdisciplinary theoretical discussion which links teachers’ actual classroom practices (often traditional and teacher centred) with their professed student-centred perspectives. Utilising Abductive Interpretive Phenomenological Analysis, this research incorporates cognitive, social psychological, sociocultural theory and perspectives on affect in the context of in-the-moment decisions. Through co-construction, we identify distinct but overlapping agentic and ecological dimensions of decisions. Recognising that teachers’ spontaneous decisions in the classroom are shaped by both their agency and the social and physical ecology of the classroom, this study provides a structured approach to understanding how diverse disciplinary concepts are related, and paints a dynamic picture of the process of teacher decision-making. This is crucial for identifying both limitations and possibilities in teacher education and professional development.

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Teacher self-efficacy sources during secondary mathematics initial teacher education

Cited by 4 publications

References 76 publications

Effect of distance education courses held in different environments on emotions of the instructor

Effect of distance education courses held in different environments on emotions of the instructor

Correlates of teachers’ classroom management self-efficacy: A systematic review and meta-analysis

A transdisciplinary study of a novice mathematics teacher’s instructional decision-making

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