Autor según el artículo: Segarra J; Julià C

Departamento: Enginyeria Informàtica i Matemàtiques

Autor/es de la URV: Julià Ferré, Maria Carmen / SEGARRA ESCANDÓN, JAIME

Palabras clave: Self-efficacy Pre-service teachers Outcome expectancy Mathematics teaching In-service teachers

Resumen: © 2020 Lutheran University of Brazil. All rights reserved. Background: Given the importance of studies the mathematics teaching self-efficacy and outcome expectancy of pre-service teachers, novice teachers (up to 10 years of experience) and experienced teachers (more than 10 years of experience), it is important to research the behaviour of the three groups proposed. Objectives: Compare the mathematics teaching self-efficacy and outcome expectancy of pre-service and in-service Primary Education teachers. Design: The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is used to carry out the study. The MTEBI comprises two subscales: Personal Mathematics Teaching Efficacy (or teaching self-efficacy) (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). Setting and Participants: The first group of participants consists of 419 pre-service teachers enrolled at the bachelor's degree in Primary Education, the second group of participants consists of 69 novice teachers and the last group consists of 176 experienced teachers. Data collection and analysis: Students of all the years of the bachelor's degree were invited to answer the MTEBI. Therefore, the participation was optional and completely anonymous. Directors of Primary Education schools in the city were sent the link of the survey during the second trimester of 2018-19 academic year. They shared the link so that novice and experienced teachers were able to answer it confidentially. Results: The comparison reveals that experienced teachers have the highest scores in PMTE subscale. The pre-service teachers, on the contrary, give the lowest scores in this subscale. In the MTOE subscale, the lowest values are obtained in the case of novice teachers. Additionally, the statistical analysis shows that there are significant differences between the three groups in both the PMTE and MTOE subscales. Conclusions: The findings of the current study provides information that would be useful for teacher educators to design or modify courses in order to enforce the mathematics teaching efficacy beliefs of pre-service and in-service Primary Education teachers.

Áreas temáticas: Serviço social Química Odontología Multidisciplinary Matemática / probabilidade e estatística Historia Geografía Filosofía Ensino Education Educação Ciências biológicas i Ciências agrárias i Biodiversidade

Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/

ISSN: 2178-7727

Direcció de correo del autor: carme.julia@urv.cat

Identificador del autor: 0000-0003-3440-6175

Fecha de alta del registro: 2023-02-19

Versión del articulo depositado: info:eu-repo/semantics/publishedVersion

Enlace a la fuente original: http://www.periodicos.ulbra.br/index.php/acta/article/view/6049

URL Documento de licencia: http://repositori.urv.cat/ca/proteccio-de-dades/

Referencia al articulo segun fuente origial: Revista Acta Scientiae. 22 (6): 89-108

Referencia de l'ítem segons les normes APA: Segarra J; Julià C (2020). Mathematics teaching self-efficacy and outcome expectancy of pre-service and in-service primary education teachers. Revista Acta Scientiae, 22(6), 89-108. DOI: https://doi.org/10.17648/acta.scientiae.6049

DOI del artículo: 10.17648/acta.scientiae.6049

Entidad: Universitat Rovira i Virgili

Año de publicación de la revista: 2020

Tipo de publicación: Journal Publications