Sources of preservice teachers' self-efficacy in the context of a mathematics teaching methods course

Date

2020-06-01

Author

Yurekli, Bilge
Işıksal Bostan, Mine
Çakıroğlu, Erdinç

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To transform the knowledge and skills they develop through teacher education programmes into successful instructional practices, preservice teachers should strongly believe in their capabilities. This qualitative case study, to fill a gap in the literature, provides a theoretically sound description of how a mathematics teaching methods course fostered the development of preservice teachers' self-efficacy to teach mathematics for conceptual understanding. Nine junior preservice teachers were interviewed three times throughout a mathematics teaching methods course to reveal detailed information about the sources provided for participants' self-efficacy. Data analysis was conducted to (1) identify the perceived influence of the methods course on preservice teachers' self-efficacy and (2) explain how the methods course created influence through the hypothesised sources of self-efficacy. Findings show that various components of the methods course, which were categorised under 6 major factors (i.e.lecture hours, group work, feedback on group work, peers' presentations, assigned readings, andexamination), were described as influences, and each component operated through at least one hypothesised source of self-efficacy (i.e.mastery experience, vicarious experience, social persuasion, andaffective state).

Subject Keywords

Education

URI

https://hdl.handle.net/11511/36994

Journal

JOURNAL OF EDUCATION FOR TEACHING

DOI

https://doi.org/10.1080/02607476.2020.1777068

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

B. Yurekli, M. Işıksal Bostan, and E. Çakıroğlu, “Sources of preservice teachers’ self-efficacy in the context of a mathematics teaching methods course,” JOURNAL OF EDUCATION FOR TEACHING, pp. 0–0, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/36994.