
06617799
j
2016e.00144
Austin, Jathan
Prospective teachers' personal mathematics teacher efficacy beliefs and mathematical knowledge for teaching.
Math. Educ. (Ank.) 10, No. 1, 1736 (2015).
2015
International Society of Educational Research (iSER), Ankara
EN
C29
C39
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
doi:10.12973/mathedu.2015.102a
Summary: The purposes of this study were as follows: (1) To examine how K8 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 K8 prospective teachers' personal mathematics teacher efficacy beliefs and mathematical knowledge for teaching are aligned. Fortytwo 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 selfevaluations of mathematical knowledge for teaching were helpful for understanding the nature of prospective teachers' personal teacher efficacy beliefs.