Articles producció científica> Enginyeria Informàtica i Matemàtiques

Pre-service teachers’ belief about the efficacy of their mathematics teaching: A case study

  • Dades identificatives

    Identificador: imarina:9231683
    Autors:
    Segarra JJulià CValls C
    Resum:
    This paper studies the pre-service teachers’ mathematics teaching self-efficacy throughout the bachelor’s degree in Primary Education. Our hypothesis is that the mathematical courses included in the bachelor’s degree can influence their mathematics teaching self-efficacy. To carry out the study, pre-service teachers of each year of the Primary Education Degree answer the Mathematics Teaching Efficacy Belief Instrument (MTEBI) at the end of the 2016-17 academic year. The MTEBI is comprised of two sub-scales, namely, Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). Obtained results evidence a statistically significant difference (in positive) between the pre-teachers of the first and the last year of the bachelor’s degree in the PMTE subscale. Therefore, these results show that the three teaching and learning mathematics courses (TLM) included in the bachelor’s degree do change the students’ PMTE. Concretely, the second TLM course, which is connected to a student teaching practice period, really makes the difference. Scores obtained in the MTOE subscale, on the contrary, do not increase throughout the Degree. To sum up, this study shows that the Mathematical Curriculum of the bachelor’s degree can influence on the PMTE of the pre-teachers. Therefore, teacher educators should be aware of the importance of the Mathematical Curriculum and design the teaching and learning mathematics courses in order to promote the PMTE of the pre-teachers.
  • Altres:

    Autor segons l'article: Segarra J; Julià C; Valls C
    Departament: Bioquímica i Biotecnologia Enginyeria Informàtica i Matemàtiques
    Autor/s de la URV: Julià Ferré, Maria Carmen / SEGARRA ESCANDÓN, JAIME / Valls Bautista, Cristina
    Paraules clau: Teaching outcome expectancy Primary education Pre-service teacher Personal teaching efficacy Mathematics self-efficacy
    Resum: This paper studies the pre-service teachers’ mathematics teaching self-efficacy throughout the bachelor’s degree in Primary Education. Our hypothesis is that the mathematical courses included in the bachelor’s degree can influence their mathematics teaching self-efficacy. To carry out the study, pre-service teachers of each year of the Primary Education Degree answer the Mathematics Teaching Efficacy Belief Instrument (MTEBI) at the end of the 2016-17 academic year. The MTEBI is comprised of two sub-scales, namely, Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). Obtained results evidence a statistically significant difference (in positive) between the pre-teachers of the first and the last year of the bachelor’s degree in the PMTE subscale. Therefore, these results show that the three teaching and learning mathematics courses (TLM) included in the bachelor’s degree do change the students’ PMTE. Concretely, the second TLM course, which is connected to a student teaching practice period, really makes the difference. Scores obtained in the MTOE subscale, on the contrary, do not increase throughout the Degree. To sum up, this study shows that the Mathematical Curriculum of the bachelor’s degree can influence on the PMTE of the pre-teachers. Therefore, teacher educators should be aware of the importance of the Mathematical Curriculum and design the teaching and learning mathematics courses in order to promote the PMTE of the pre-teachers.
    Àrees temàtiques: Pedagogical & educational research Education
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    Adreça de correu electrònic de l'autor: cristina.valls@urv.cat carme.julia@urv.cat
    Identificador de l'autor: 0000-0001-5583-5695 0000-0003-3440-6175
    Data d'alta del registre: 2024-07-27
    Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
    Enllaç font original: https://www.scimath.net/article/pre-service-teachers-belief-about-the-efficacy-of-their-mathematics-teaching-a-case-study-11236
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referència a l'article segons font original: European Journal Of Science And Mathematics Education. 9 (4): 199-210
    Referència de l'ítem segons les normes APA: Segarra J; Julià C; Valls C (2021). Pre-service teachers’ belief about the efficacy of their mathematics teaching: A case study. European Journal Of Science And Mathematics Education, 9(4), 199-210. DOI: 10.30935/SCIMATH/11236
    DOI de l'article: 10.30935/SCIMATH/11236
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2021
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Education
    Teaching outcome expectancy
    Primary education
    Pre-service teacher
    Personal teaching efficacy
    Mathematics self-efficacy
    Pedagogical & educational research
    Education
  • Documents:

  • Cerca a google

    Search to google scholar