scholarly journals Effect of Micro-teaching Practices with Concrete Models on Pre-service Mathematics Teachers' Self-efficacy Beliefs about Using Concrete Models

2018 ◽  
Vol 6 (1) ◽  
pp. 68-82
Author(s):  
Melihan Ünlü
Keyword(s):  
Mathematics Teachers ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Efficacy Beliefs

scholarly journals The Investigation of Prospective Elementary Mathematics Teachers’ Problem Posing Self-Efficacy Beliefs

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 228-237
Author(s):  
Fatma Erdoğan ◽  
Feyza Yıldız
Keyword(s):  
Academic Achievement ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Elementary Mathematics ◽  
Efficacy Beliefs ◽  
Problem Posing ◽  
Survey Method ◽  
Significant Difference

Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers’ problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers’ PP self-efficacy beliefs were high. It was found in the present study that the problem-posing self-efficacy beliefs of the prospective teachers did not differ significantly with regard to gender. Furthermore, a statistically significant difference was found between the prospective teachers’ problem-posing self-efficacy beliefs in terms of their grade and academic achievement. In the light of the research results, suggestions were presented.

scholarly journals Field Experiences, Mentoring, and Preservice Early Childhood Teachers’ Science Teaching Self-Efficacy Beliefs

2021 ◽  
pp. 518-534
Author(s):  
Ahmet Simsar ◽  
Ithel Jones
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Science Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Quantitative Research ◽  
Teacher Education Program ◽  
Early Childhood Teachers ◽  
Efficacy Beliefs ◽  
Mentor Teachers

In this study relationships between preservice early childhood teachers’ self-efficacy beliefs and their mentor teachers’ mentoring were examined. Quantitative research method was used in the study by the using multivariate data collections. The Science Teaching Efficacy Belief Instrument (STEBI) was administered to 96 pre-service teachers and mentor teachers. Time spent teaching and observing science was recorded also recorded by participants by the using time trackers. The Mentoring for Effective Science Teaching (MEST) instrument measured perceptions of the teachers’ mentoring activities, including modeling and feedback. Correlational analyses estimated the relationship between the preservice and mentor teachers’ self-efficacy beliefs, beliefs and time spent teaching, and beliefs and modeling and feedback. The findings suggest that mentor teachers play an important role in the preparation of preservice teachers, and that this role is particularly true for those mentors with higher science teaching self-efficacy beliefs. It also showed that how teaching practices have significant roles while preparing future teachers. For teacher education program could be pay attention to teaching practices while giving a decision for choosing mentor teachers. For future researchers may also look at the different sections of mentoring practices and their impacts on preservice teacher’s teaching skills.

scholarly journals The Effect of Technological Pedagogical Content Knowledge Game Activities Supported Micro-Teaching Practices on Preservice Mathematics Teachers’ Self-Efficacy Perception

2020 ◽  
Vol 13 (2) ◽  
pp. 157-173
Author(s):  
Kübra AÇIKGÜL
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Preservice Mathematics Teachers

Abstract: The purpose of this study is to investigate the effect of Technological Pedagogical Content Knowledge (TPACK) Game activities supported micro-teaching practices on middle school preservice mathematics teachers’ TPACK self-efficacy perception levels. A single group pretest-posttest experimental design was employed. One hundred middle-school preservice mathematics teachers, attending a mathematics instruction course, participated in the study. The Technological Pedagogical Content Knowledge Survey (Șahin, 2011) was used to determine teachers' level of TPACK-measured self-efficacy. One-way Repeated Measures ANOVA was performed to analyze possible differences between teachers' pre and post self-efficacy scores. The result of this analysis demonstrated a statistically meaningful difference for the overall survey as well as for all dimensions of it. These findings suggest that micro-teaching practices do indeed increase preservice teachers' TPACK self-efficacy perception scores.

scholarly journals Confidence Level and Self-efficacy Beliefs of Mathematics Teachers: Evidence from Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Nor Hazizah Julaihi ◽  
Liew Chin Ying ◽  
Voon Li Li ◽  
Syah Runniza Ahmad Bakri
Keyword(s):  
Mathematics Teachers ◽  
Confidence Level ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Strong Relationship ◽  
Efficacy Beliefs ◽  
Teaching Mathematics ◽  
Female Teachers ◽  
Mathematics Efficacy ◽  
The Mean

The purpose of this paper is to examine the confidence level and selfefficacy beliefs of Mathematics teachers, particularly in Kuching and Samarahan, using the instrument adapted from two reliable questionnaires: Trend in International Mathematics and Sciences Study (TIMSS) and Teachers’ Sense of Teaching Mathematics Efficacy Scale (TSES). The respondents consisted of 49 teachers from both primary and secondary schools. The analysis reported that teachers have shown practically high confidence level in teaching mathematics and they closely agreed on their beliefs about their own teaching mathematics efficacy. Further analysis indicated that the mean scores of confidence level and self-efficacy beliefs for the female teachers were slightly higher than the male teachers. Analysis also reported that there were no significant differences in mean scores between teachers’ confidence level and selfefficacy beliefs across gender, highest education attained and years of mathematics teaching. The correlations analysis saw a significant positive strong relationship between teachers’ confidence level and self-efficacy beliefs. These findings provided some evidences to the existing pool of knowledge about teaching efficacy beliefs as well as some distinct and new insights relating to efficacy issues.

scholarly journals SELF-EFFICACY BELIEFS AMONG SCHOOL MATHEMATICS TEACHERS OF NEPAL

2020 ◽  
Vol 8 (7) ◽  
pp. 192-204
Author(s):  
Krishna Prasad Adhikari
Keyword(s):  
Mathematics Teachers ◽  
Self Efficacy ◽  
Instructional Strategy ◽  
Professional Training ◽  
Teaching Experience ◽  
Efficacy Beliefs ◽  
The Self ◽  
Working Environment ◽  
Teaching Mathematics ◽  
Contributing Factors

Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using explanatory sequential mixed-method research. I chose 214 mathematics teachers randomly from Kathmandu district for a survey and 15 mathematics teachers from 214 mathematics teachers who participated in survey purposively for interviews. Adjusted Teacher’s Self-Efficacy Scale containing 15-items were used for survey and semi-structured interview schedule for interview. Descriptive as well as inferential statistics were used to analyze the self-efficacy beliefs of teachers and inductive approached used for the data obtained from interview. At last, I integrated both quantitative and qualitative results to deduce the findings and conclusion of the study. The result shows that teachers have good efficacy beliefs in teaching mathematics. Teachers have better efficacy beliefs in instructional strategy than in the other two. Experienced teachers have significantly higher self-efficacy beliefs than novices. Despite the huge investment of government in the teachers of public school, institutional school’s teachers have better self-efficacy beliefs in teaching mathematics. Teaching experience, teacher’s engagement in professional activities, mathematical and pedagogical content knowledge, and working environment of the school are major contributing factors in the development of the self-efficacy beliefs in mathematics teachers. There are so many factors in the development of self-efficacy of mathematics besides professional training, so stakeholders should focus on other aspects as well.

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