Show/Hide Menu
Hide/Show Apps
anonymousUser
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Açık Bilim Politikası
Açık Bilim Politikası
Frequently Asked Questions
Frequently Asked Questions
Browse
Browse
By Issue Date
By Issue Date
Authors
Authors
Titles
Titles
Subjects
Subjects
Communities & Collections
Communities & Collections
A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?
Download
index.pdf
Date
2016-08-01
Author
Işıksal Bostan, Mine
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
4
views
5
downloads
The aim of this longitudinal study was to examine prospective teachers' mathematics teaching efficacy belief during their enrollment in teacher education program and at the end of their first year of teaching. In addition, the factors that enhance or inhibit participants' efficacy belief and how these factors affect their mathematics teaching efficacy when they become inservice teacher were investigated. Mixed research design was used in which data were collected through longitudinal survey and electronic interviews. Findings revealed that prospective teachers' mathematics teaching efficacy beliefs increase during their enrollment in teacher education program but decrease during their first year of teaching. In addition classroom management, communicating with student, communicating with parents, mathematical knowledge for teaching, material usage, and textbook usage are the factors that enhance or inhibit teachers' efficacy beliefs during their first year of teaching.
Subject Keywords
Longitudinal study
,
Mathematics teaching efficacy beliefs
,
Mathematics teaching outcome expectancy
,
Middle school mathematics teachers
,
Prospective middle school mathematics teachers
URI
https://hdl.handle.net/11511/43781
Journal
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
DOI
https://doi.org/10.12973/eurasia.2016.1277a
Collections
Department of Mathematics and Science Education, Article