Primary Preservice Teachers' Mathematics Teaching Efficacy Beliefs: the Role Played by Mathematics Attainment, Educational Level, Preparedness to Teach, and Gender.
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| Title: | Primary Preservice Teachers' Mathematics Teaching Efficacy Beliefs: the Role Played by Mathematics Attainment, Educational Level, Preparedness to Teach, and Gender. |
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| Authors: | Twohill, Aisling1,2 (AUTHOR) aisling.twohill@dcu.ie, NicMhuirí, Siún1,2 (AUTHOR), Harbison, Lorraine1,2 (AUTHOR), Karakolidis, Anastasios3 (AUTHOR) |
| Source: | International Journal of Science & Mathematics Education. Feb2023, Vol. 21 Issue 2, p601-622. 22p. |
| Subject Terms: | *Student teachers, *Mathematics teachers, *Educational attainment, *Preparedness, Subtraction (Mathematics), Bivariate analysis |
| Abstract: | This paper reports on research which explored the mathematics teaching efficacy beliefs of preservice primary teachers, where efficacy beliefs describe individuals' beliefs in their potential to enact teaching to promote learning. Efficacy was conceptualised as a bi-faceted construct consisting of personal efficacy and outcome expectancy. This research sought to establish the extent to which differences in efficacy are explained by students' mathematics attainment level prior to entry into teacher education; the educational level of the students (whether postgraduate or undergraduate); students' sense of preparedness to teach mathematics on school placement; and students' gender. A total of 186 students responded to a questionnaire designed to measure their efficacy beliefs after completing one taught mathematics education module in university and one teaching practice placement in primary schools. Bivariate and regression analysis pointed to complex relationships between the explanatory and outcome variables. On bivariate analysis, findings included statistically significant associations between gender, mathematics attainment, preparedness to teach, and one or both of personal efficacy and outcome expectancy. In the regression analysis, gender was statistically significantly associated with outcome expectancy, while preparedness to teach and mathematics attainment were statistically significantly correlated with personal efficacy. Personal efficacy and outcome expectancy were significantly correlated on bivariate analysis, but significance was not retained after controlling for other factors in the regression models. This research has implications for teacher educators in understanding factors explaining mathematics teaching efficacy and therefore helping to better prepare preservice teachers to teach mathematics in the primary school classroom. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 161234709 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Primary Preservice Teachers' Mathematics Teaching Efficacy Beliefs: the Role Played by Mathematics Attainment, Educational Level, Preparedness to Teach, and Gender. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Twohill%2C+Aisling%22">Twohill, Aisling</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> aisling.twohill@dcu.ie</i><br /><searchLink fieldCode="AR" term="%22NicMhuirí%2C+Siún%22">NicMhuirí, Siún</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harbison%2C+Lorraine%22">Harbison, Lorraine</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Karakolidis%2C+Anastasios%22">Karakolidis, Anastasios</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Feb2023, Vol. 21 Issue 2, p601-622. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br />*<searchLink fieldCode="DE" term="%22Preparedness%22">Preparedness</searchLink><br /><searchLink fieldCode="DE" term="%22Subtraction+%28Mathematics%29%22">Subtraction (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Bivariate+analysis%22">Bivariate analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper reports on research which explored the mathematics teaching efficacy beliefs of preservice primary teachers, where efficacy beliefs describe individuals' beliefs in their potential to enact teaching to promote learning. Efficacy was conceptualised as a bi-faceted construct consisting of personal efficacy and outcome expectancy. This research sought to establish the extent to which differences in efficacy are explained by students' mathematics attainment level prior to entry into teacher education; the educational level of the students (whether postgraduate or undergraduate); students' sense of preparedness to teach mathematics on school placement; and students' gender. A total of 186 students responded to a questionnaire designed to measure their efficacy beliefs after completing one taught mathematics education module in university and one teaching practice placement in primary schools. Bivariate and regression analysis pointed to complex relationships between the explanatory and outcome variables. On bivariate analysis, findings included statistically significant associations between gender, mathematics attainment, preparedness to teach, and one or both of personal efficacy and outcome expectancy. In the regression analysis, gender was statistically significantly associated with outcome expectancy, while preparedness to teach and mathematics attainment were statistically significantly correlated with personal efficacy. Personal efficacy and outcome expectancy were significantly correlated on bivariate analysis, but significance was not retained after controlling for other factors in the regression models. This research has implications for teacher educators in understanding factors explaining mathematics teaching efficacy and therefore helping to better prepare preservice teachers to teach mathematics in the primary school classroom. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10763-022-10259-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 601 Subjects: – SubjectFull: Student teachers Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Educational attainment Type: general – SubjectFull: Preparedness Type: general – SubjectFull: Subtraction (Mathematics) Type: general – SubjectFull: Bivariate analysis Type: general Titles: – TitleFull: Primary Preservice Teachers' Mathematics Teaching Efficacy Beliefs: the Role Played by Mathematics Attainment, Educational Level, Preparedness to Teach, and Gender. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Twohill, Aisling – PersonEntity: Name: NameFull: NicMhuirí, Siún – PersonEntity: Name: NameFull: Harbison, Lorraine – PersonEntity: Name: NameFull: Karakolidis, Anastasios IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 15710068 Numbering: – Type: volume Value: 21 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Science & Mathematics Education Type: main |
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