A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?
 
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Middle East Technical University
CORRESPONDING AUTHOR
Mine Işıksal-Bostan   

Middle East Technical University, Faculty of Education, Department of Elementary Education, Middle East Technical University, 06531 Ankara, Turkey
Publish date: 2016-07-02
 
EURASIA J. Math., Sci Tech. Ed 2016;12(8):2085–2102
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ABSTRACT
Background:
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 factor that enhance or inhibit participants’ efficacy belief and how these factors affect their mathematics teaching efficacy when they become inservice teacher were investigated

Material and methods:
Mixed research design was used in which data were collected through longitudinal survey and electronic interviews

Results:
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.

Conclusions:
The findings of this study give valuable information to teacher educators about the trends and development of efficacy beliefs over years and needs in teacher education programs in preparing beginning teacher to the profession

eISSN:1305-8223
ISSN:1305-8215