id: 06617799
dt: j
an: 2016e.00144
au: Austin, Jathan
ti: Prospective teachers’ personal mathematics teacher efficacy beliefs and
mathematical knowledge for teaching.
so: Math. Educ. (Ank.) 10, No. 1, 17-36 (2015).
py: 2015
pu: International Society of Educational Research (iSER), Ankara
la: EN
cc: C29 C39
ut: preservice teacher education; teacher attitudes; beliefs; teacher
characteristics; teaching effectiveness; research; self concept; self
evaluation; teaching scenarios; mathematical knowledge for teaching
(MKT); participants’ MKT tasks
ci:
li: doi:10.12973/mathedu.2015.102a
ab: Summary: The purposes of this study were as follows: (1) To examine how
K‒8 prospective teachers’ personal mathematics teacher efficacy
beliefs vary when they are measured in the context of four written
mathematical teaching scenarios, and (2) To examine the extent to which
K-8 prospective teachers’ personal mathematics teacher efficacy
beliefs and mathematical knowledge for teaching are aligned. Forty-two
prospective teachers participated in the study. Participants were first
asked to respond to four written mathematical teaching scenarios that
required responding, as a teacher, to student questions about fraction
concepts. Prospective teachers then evaluated how effective they
believed their responses would be for developing student understanding.
Approximately two weeks later, participants were asked to write
mathematical explanations for four written mathematical tasks that
paralleled the teaching scenarios and were then asked to evaluate their
own mathematical understanding of each task. Different patterns emerged
based on whether prospective teachers exhibited high or low
mathematical knowledge for teaching on a particular task. Additionally,
reported self-evaluations of mathematical knowledge for teaching were
helpful for understanding the nature of prospective teachers’
personal teacher efficacy beliefs.
rv: