Teacher Candidates’ Efficacy Beliefs in
Mathematics: Play-Generated
Curriculum Instruction

Lutfi Incikabi

doi:10.12973/eurasia.2013.927a

Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction

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Lutfi Incikabi ¹ ^*

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¹ Kastamonu University, TURKEY
^* Corresponding Author

Abstract

The aim of this study was to present changes, if any exist, in early childhood teacher candidates’ mathematics teaching efficacy beliefs (MTEB) after the implementation of a play-generated curriculum approach. This experimental one-group pretest-posttest design utilized qualitative data through an open-ended questionnaire conducted at the end of the instruction. Thirty-seven second-year college students from the Early Childhood Education department at Mersin University participated in the study. Among the instruments used during the study were a questionnaire for the participants’ demographics, a Turkish version of MTEBI for teacher candidates, an open-ended questionnaire focusing on the difficulties confronted by teacher candidates during the preparation and implementation of a lesson plan utilizing the play-generated curriculum approach and lesson observation form. The results indicate that early childhood education teacher candidates’ mathematics teaching efficacy beliefs when combined with their personal mathematics teaching and outcome expectancy beliefs possessed a positive and statistically significant change after they prepared play-based instruction.

Keywords

mathematics education
self-efficacy
early childhood education
play-generated
curriculum

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2013.927a

EURASIA J Math Sci Tech Ed, 2013 - Volume 9 Issue 2, pp. 167-176

Publication date: 14 Dec 2013

Article Views: 1164

Article Downloads: 861

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How to cite this article

APA

Incikabi, L. (2013). Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction. Eurasia Journal of Mathematics, Science and Technology Education, 9(2), 167-176. https://doi.org/10.12973/eurasia.2013.927a

Vancouver

Incikabi L. Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction. EURASIA J Math Sci Tech Ed. 2013;9(2):167-76. https://doi.org/10.12973/eurasia.2013.927a

AMA

Incikabi L. Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction. EURASIA J Math Sci Tech Ed. 2013;9(2), 167-176. https://doi.org/10.12973/eurasia.2013.927a

Chicago

Incikabi, Lutfi. "Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction". Eurasia Journal of Mathematics, Science and Technology Education 2013 9 no. 2 (2013): 167-176. https://doi.org/10.12973/eurasia.2013.927a

Harvard

Incikabi, L. (2013). Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction. Eurasia Journal of Mathematics, Science and Technology Education, 9(2), pp. 167-176. https://doi.org/10.12973/eurasia.2013.927a

MLA

Incikabi, Lutfi "Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction". Eurasia Journal of Mathematics, Science and Technology Education, vol. 9, no. 2, 2013, pp. 167-176. https://doi.org/10.12973/eurasia.2013.927a