id: 06034555
dt: j
an: 2012c.00107
au: Bates, Alan B.; Latham, Nancy; Kim, Jin-ah
ti: Linking preservice teachersâ€™ mathematics self-efficacy and mathematics
teaching efficacy to their mathematical performance.
so: Sch. Sci. Math. 111, No. 7, 325-333 (2011).
py: 2011
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: B50
ut: preservice teacher education; preservice teachers; teacher education
programs; self efficacy; teaching methods; beliefs; mathematics
achievement; early childhood education; basic skills; correlation;
mathematics skills; teaching skills; teacher effectiveness; females;
measures (individuals); mathematics tests
ci:
li: doi:10.1111/j.1949-8594.2011.00095.x
ab: Summary: This study examined preservice teachersâ€™ mathematics
self-efficacy and mathematics teaching efficacy and compared them to
their mathematical performance. Participants included 89 early
childhood preservice teachers at a Midwestern university. Instruments
included the Mathematics Self-Efficacy Scale (MSES), Mathematics
Teaching Efficacy Beliefs Instrument (MTEBI), and the Illinois
Certification Testing System (ICTS) Basic Skills Test. The results
indicate that preservice teachersâ€™ mathematics self-efficacy is
positively correlated to their personal mathematics teaching efficacy.
In addition, their mathematical performance is related to their
mathematics self-efficacy and mathematics teaching efficacy. In regard
to affecting student outcomes, only those preservice teachers who are
very confident in their ability to teach believe they can have an
effect on their students. Implications on teacher education programs
are discussed.
rv: