
06034555
j
2012c.00107
Bates, Alan B.
Latham, Nancy
Kim, Jinah
Linking preservice teachers' mathematics selfefficacy and mathematics teaching efficacy to their mathematical performance.
Sch. Sci. Math. 111, No. 7, 325333 (2011).
2011
Wiley (WileyBlackwell), Hoboken, NJ; School Science and Mathematics Association (SSMA), Stillwater, OK
EN
B50
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
doi:10.1111/j.19498594.2011.00095.x
Summary: This study examined preservice teachers' mathematics selfefficacy 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 SelfEfficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and the Illinois Certification Testing System (ICTS) Basic Skills Test. The results indicate that preservice teachers' mathematics selfefficacy is positively correlated to their personal mathematics teaching efficacy. In addition, their mathematical performance is related to their mathematics selfefficacy 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.