Investigating the Development of Pre-service Elementary Teachers' Mathematics Self-efficacy Beliefs and Learning Goals PDF Download

Author: Christine M. Phelps
Publisher:
ISBN: 9781109248975
Category : Elementary school teaching
Languages : en
Pages : 198

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Book Description
Teacher educators may need to pay attention to pre-service elementary teachers' motivation to learn mathematics in order to help them develop a deep level of understanding from their mathematics content courses for teachers (content courses) and to help them develop the disposition to learn mathematics throughout their careers. In this dissertation I examine mathematics self-efficacy and mathematics learning goals, two constructs of pre-service teachers' motivation. Since few studies have been conducted on pre-service teachers' mathematics self-efficacy and learning goals, Chapter 1 reviews the literature on the mathematics self-efficacy and learning goals of other populations. Using these studies, I develop and provide evidence for a model on how pre-service teachers' mathematics self-efficacy and learning goals could develop and influence learning. Then, in Chapter 2, I present results of a study I conducted examining one sample of pre-service elementary teachers' mathematics self-efficacy and learning goals. Survey results identify participants' (n = 61) self-efficacy beliefs and learning goals for learning mathematics. Results from interviews using narrative analysis indicate that participants (n = 22) believe past performance, vicarious experiences, verbal persuasions, career goals, and the nature of mathematics in their classes influenced the development of their mathematics self-efficacy and learning goals. Participants were grouped into two categories: productive and non-productive self-efficacy beliefs and learning goals. Results indicate one difference between the two groups is the self-reported effect of the content courses on participants' mathematics self-efficacy beliefs and learning goals. In particular, participants' talk about the effect on their self-efficacy and learning goals of their performance in the content courses, their awareness of their career goals in the content courses, and the fit between their beliefs about math and the math in the content courses. These results increase our knowledge of how mathematics self-efficacy beliefs and learning goals develop and have implications for how teacher educators design mathematics content courses. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Author: Barry J. Fraser
Publisher: Springer Science & Business Media
ISBN: 1402090412
Category : Science
Languages : en
Pages : 1516

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Book Description
The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.

Author: Deepika Menon
Publisher:
ISBN:
Category :
Languages : en
Pages : 192

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Book Description
Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers’ science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants’ responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self-efficacy beliefs included: (1) enhanced science conceptual understandings, (2) active learning experiences, (3) teaching strategies, and (4) instructor as a role-model. Findings suggest that despite of the nature of prior science experiences preservice elementary teachers previously had, an exposure to a course that integrates relevant science content along with modeled instructional strategies can positively impact science self-efficacy beliefs. While some course elements such as active learning experiences and teaching models seemed to impact all groups positively, the low group participants were particularly influenced by the multiple representations of the content and the course instructor as a role model. These findings have important implications for preservice science teacher preparation programs.

Author: Linda Hobbs
Publisher:
ISBN: 9789811693298
Category :
Languages : en
Pages : 0

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Book Description
This edited book is a compilation of research by the members of the Out-of-Field Teaching Across Specialisations (OOF-TAS) Collective, and is the second book by the Collective. It extends from the work begun in the 2019 book, Examining the Phenomenon of "Teaching Out-of-Field" by showcasing the broad range of research agendas and findings relating to this phenomenon internationally. This book provides research and commentary relating to the out-of-field teaching phenomenon in primary, secondary and tertiary education, and across different subjects. It provides snapshots of the effects, causes, measurement, and other characteristics of out-of-field teaching in and across contexts, including states and countries, school types and school levels, subjects and specializations. The different chapters provide commentary at different units of analysis, and focus on: the effects of out-of-field teaching for teachers and their students; the school contexts/cultures that do or do not support them; the leadership practices that assign the teachers to out-of-field subjects; and the systems that create/perpetuate the need for out-of-field teaching assignments. Chapter 15 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. .

Author: Meera Ravikumar
Publisher:
ISBN:
Category :
Languages : en
Pages : 181

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Book Description
The primary goal of this case study using qualitative and quantitative methods was to investigate pre-service elementary teachers' initial self-efficacy beliefs about science and science teaching by exploring the K-12 science experiences of these prospective elementary teachers. Of the 108 participants who completed the science teaching efficacy belief survey (STEBI-B) (Enochs & Riggs, 1990), 12 participants were selected to be interviewed using Flanagan's (1954) critical incident technique. Participants were asked to share their past positive and negative incidents during their K-12 years with science and science teachers. They were also asked to report how past incidents affected them at present and how they believed they would impact them as future teachers of science in elementary schools. The past positive and negative incidents were analyzed using Bandura's (1977) four sources of self-efficacy (mastery, vicarious, social persuasion, and physiological/emotional) and by school level; and the impact of the past science incidents on the subjects' present and future beliefs as science teachers were categorized. The results of this study revealed that pre-service elementary teachers' self-efficacy and beliefs were largely influenced by their past experiences with science in the K-12 years, and mastery experiences dominated as a source of self-efficacy. Implications for practice and recommendations for future research were made based on the findings of the study.

Author: Susanne Garvis
Publisher: Springer
ISBN: 9463005218
Category : Education
Languages : en
Pages : 148

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Book Description
In this book the editors have been able to provide a snapshot of current research being undertaken in the Asia-Pacific region in regards to teacher self-efficacy beliefs. This includes specific focuses on inclusive teaching, professionalism, subject domains, collective efficacy as well as specific contexts of early childhood education and care, primary schools education, special needs schools and teacher education. This allows the reader to begin to develop an understanding about the complexity of teacher self-efficacy as well as the development and relationship between self-efficacy and other theoretical constructs and concepts. The book begins with an overall summary of research in the Asia-Pacific region before moving to a specific focus on research in different countries. All of the chapters also provide hope to the reader about the possibilities of understanding and supporting teachers and schools beliefs to enhance teacher behaviour. Through the implementation of teacher self-efficacy beliefs into educational contexts, teacher education programmes and professional development programmes, there is strong hope that the outcomes of education systems in supporting all students in their learning can be achieved. By allowing teachers to develop their own sources of efficacy and supporting these through all stages of career development, all children can be supported in their own learning.

Author: James Deehan
Publisher: Springer
ISBN: 3319424653
Category : Science
Languages : en
Pages : 93

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Book Description
The purpose of this Springer Brief is to provide a comprehensive review of both the STEBI methods and findings through the use of a clearly defined analytic framework. A systematic review of literature yielded 107 STEBI-A research items and 140 STEBI-B research items. The STEBI instruments have been used in a wide range of qualitative, cross sectional, longitudinal and experimental designs. Analysis of the findings of the papers reveals that in-service and pre-service programs that use innovative practices such as cooperative learning, inquiry based investigation and nature of science instruction can produce positive growth in participants’ science teaching efficacy beliefs. The personal science teaching efficacy beliefs of pre-service and in-service teachers showed greater mean scores and higher growth than their outcome expectancies. Implications are discussed.

Author: Christina A. Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 154

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Book Description
The purpose of this study is: (1) To examine the perceptions of preservice teachers in teacher education programs in relationship to self-efficacy with the focus on mathematics, (2) Compare student's self-efficacy based upon the year in college, (3) Compare student's self-efficacy based upon their concentration, and (4) Compare student's self-efficacy based upon the program they are enrolled in. With the Common Core State Standards in Mathematics (CCSSM) being introduced and implemented in 2010, many preservice teachers currently enrolled in college courses would not have been exposed to said standards while students in elementary school. Therefore, with their first introduction to pedagogy and vocabulary for CCSSM likely occurring during their college mathematics methodology classes and through their student teaching experiences, there is a deficiency of foundational knowledge to draw upon. The study participants were students enrolled full-time from the School of Education who will be entering their sophomore, junior or senior year, all concentrations, and in the elementary or adolescent education program. Based upon the results of the Mathematics Teaching Efficacy Beliefs Instrument, the results showed that there were no significant differences based upon the year within the program nor program type. However, participants with concentrations in mathematics scored higher than those with "other" concentrations.

Author: Neporcha T. Cone
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
ABSTRACT: The National Science Education Standards (NRC, 1996) and Science for all Americans (AAAS, 1989) explicitly state that all students regardless of their age, cultural or ethnic backgrounds, gender, abilities, aspirations, or interest in science should have access to equitable educational resources in science. These equitable resources also include access to efficacious teachers of all students. However, the Standards fail to explicate what practices, if any, lead to the development of these teachers. The primary purpose of this study was to identify teacher education practices that positively influenced preservice elementary teachers' self-efficacy beliefs about equitable science teaching and learning. More specifically, this research study explored the effects of community-based service-learning on the self-efficacy and pedagogical beliefs of preservice elementary teachers regarding equitable science teaching and learning. This study utilized a mixed-methods research design. Data were collected from 67 participants registered in three elementary science methods courses. One of the science methods courses had an embedded service-learning component. Semi-structured interviews and questionnaires were used to analyze teacher beliefs, attitudes, and sources of self-efficacy. A quasi-experimental design was used to quantitatively measure changes in science teacher efficacy beliefs in regard to equitable science teaching and learning. Changes in participants' scores were analyzed using two 3 x 2 Factorial Repeated-Measures ANOVAs. The results of this study support the value of preservice teachers engaging in community-based service-learning experiences as a way to improve their self-efficacy beliefs and pedagogical beliefs regarding equitable science teaching and learning.

Author: Lance D. Nelson
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 142

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Book Description
This study investigated the relationship between the actual mathematical ability and the perceived mathematical ability among preservice elementary teachers with low levels of mathematics self-efficacy. In addition, this study investigated how preservice elementary teachers with low levels of mathematics self-efficacy describe their mathematical ability and how it could affect their teaching effectiveness when they enter the classroom. Participants included 42 elementary preservice elementary teachers in a Great Lakes state during their mathematics methods course. Of the 42 elementary preservice teachers who participated in the study, 14 were self-identified as having low levels of self-efficacy with varying levels of mathematical ability. Six of the 14 agreed to be interviewed to gain a deeper understanding of their mathematical ability and their beliefs on being an effective mathematics teacher. Data sources included the self-revised Mathematics Confidence Scale and clinical interviews. The results concerning actual mathematical ability versus perceived ability were mixed. Also, the understanding of fractions, proportions, and ratios continue to be viewed as difficult topics. Findings revealed that the preservice elementary teachers with low-levels of mathematics self-efficacy believe they will be effective mathematics teachers when they enter the classroom, but only after time and much effort. In addition, these same preservice elementary teachers stated that they had negative experience during their elementary school years. Therefore, it can be generalized that there are, and potentially will be, novice elementary teachers that will enter the classroom with (a) low levels of self-efficacy, (b) a lack of mathematical content knowledge, and (c) a lack of awareness of what their negative experiences during their elementary years could potentially do to their future students.