scholarly journals The Investigation of Perceptions of Math Literacy Self-Efficacy and Mathematics Teaching Efficacy Belief Levels of Preservice Primary Mathematics Teachers

2016 ◽  
Vol 7 (1) ◽  
pp. 207 ◽  
Author(s):  
Bahar Dinçer ◽  
Esra Akarsu ◽  
Süha Yılmaz
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Primary Mathematics ◽  
Efficacy Belief ◽  
Mathematics Teaching Efficacy ◽  
Math Literacy ◽  
And Mathematics

scholarly journals Effects of Teaching in a Summer STEM Camp on the Mathematics Teaching Self-efficacy of Highly Qualified Preservice Secondary Mathematics Teachers

2021 ◽  
Vol 33 (1) ◽  
pp. 45-67
Author(s):  
Bridget Franks ◽  
Sheryl McGlamery
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Self Efficacy ◽  
Summer Camp ◽  
Teaching Efficacy ◽  
Secondary Mathematics ◽  
College Level ◽  
Highly Qualified ◽  
Secondary Mathematics Teachers ◽  
Mathematics Teaching Efficacy

Educational opportunity gaps experienced by students of color living in poverty, with accompanying lower levels of mathematics achievement, remain a roadblock to their access to college-level training in STEM fields. To address this problem, secondary teachers must be confident in their ability to share mathematics content effectively with students from cultures different than their own. Bridging the opportunity gap is more likely with two elements in place: intellectually stimulating pre-college experiences and community partnerships that establish connections between underserved neighborhoods and resource-filled environments such as university campuses. This study explored the effects of teaching in a four-week STEM summer camp for ethnically diverse, high-needs middle school girls on the teaching self-efficacy of highly-qualified preservice secondary mathematics teachers, a group that has been less studied than preservice elementary teachers. Participants were scholarship students in a federally-funded teacher preparation scholarship program at an urban, metropolitan university. Teaching self-efficacy was measured by the Mathematics Teaching Efficacy Belief Instrument (MTEBI) and by follow-up qualitative analysis of questionnaire responses and focus groups. Participants’ gains on the MTEBI were significant for Personal Mathematics Teaching Efficacy, but not for Mathematics Teaching Outcome Expectancy. Qualitative analyses suggested that both instructional coaching and everyday interactions in a summer camp setting contributed strongly to the preservice teachers’ increased confidence about teaching mathematics to culturally diverse, high-needs learners.

Psychometric Properties of the Turkish Adaptation of the Mathematics Teacher Efficacy Belief Instrument for In-Service Teachers

2011 ◽  
Vol 14 (2) ◽  
pp. 956-966 ◽  
Author(s):  
Bulent Cetinkaya ◽  
Ayhan Kursat Erbas
Keyword(s):  
Teacher Efficacy ◽  
Psychometric Properties ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Close Association ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Two Dimensions ◽  
Efficacy Belief

Teaching efficacy beliefs have attracted researchers' attention in recent decades because of its close association with and potential impact on the implementation of new ideas and skills in education. In the present study, we have explored the psychometric properties and construct validity of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument developed by Enochs, Smith, & Huinker (2000) for in-service mathematics teachers. The instrument distinguishes between two dimensions of efficacy beliefs for mathematics teachers: personal mathematics teaching efficacy and mathematics teaching outcome expectancy. The sample consisted of 1355 in-service elementary school teachers and middle school mathematics teachers from 368 schools. Exploratory and confirmatory factor analysis revealed a two-factor structure similar to that found in other studies. Also, scores from the two subscales indicated acceptable internal consistency.

scholarly journals Validación de la escala de creencias de eficacia en la enseñanza de la matemática (ECEEM) y caracterización de las creencias de estudiantes de pedagogía básica

2018 ◽  
pp. 145
Author(s):  
Marco Verdugo ◽  
Rodrigo Asún ◽  
Salomé Martínez
Keyword(s):  
Mathematics Teaching ◽  
Teaching Efficacy ◽  
Efficacy Belief ◽  
Mathematics Teaching Efficacy

Tomando en cuenta la relevancia de que los estudiantes de Pedagogía tengan creencias positivas acerca de su futura eficacia como docentes y la ausencia de instrumentos validados en la población chilena que midan dicho constructo, en esta investigación se realizó la validación convergente y factorial de la Escala de Creencias de Eficacia en la Enseñanza de la Matemática (ECEEM), adaptación al español de la escala Mathematics Teaching Efficacy Belief Instrument (MTEBI), validada en Estados Unidos en el año 2000. La muestra estuvo conformada por 945 estudiantes de Pedagogía en Educación Básica de 14 universidades en cinco regiones, correspondientes a las zonas norte, centro y sur de Chile. Los resultados indicaron que ECEEM presentó buen nivel de discriminación, un ajuste adecuado a la estructura teórica propuesta, alta fiabilidad y una correlación significativa con las variables esperadas, por lo que constituye un instrumento adecuado para medir las creencias de eficacia en la enseñanza de la matemática de futuros docentes de Pedagogía Básica. En términos descriptivos, los futuros docentes mostraron creencias de eficacia positivas, pero no totalmente satisfactorias, pues existe un grupo importante que duda de las posibilidades de producir aprendizajes significativos en sus estudiantes.

Sign in / Sign up

Export Citation Format

Share Document