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An exploratory study of elementary beginning mathematics teacher efficacy. (English)
Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 2, 89-96 (2007).
Summary: Referring to the significant factors affecting teacher quality, “teacher efficacy” deserves to be in the heart of this dilemmatic evolution. The purpose of this study aimed to examine beginning teachers’ sense of efficacy in elementary schools, as well as its influential factors. Beginning teachers whose background were and were not in mathematics and science were compared to explore the differences of their teacher efficacy. According to research findings, we should devote all efforts to establish a positive and effective learning organization in order to promote their teacher efficacy internally, externally, and promptly starting from the beginning year.
Classification: B52 C49 A69
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