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Mathematics Teaching Efficacy Belief and Attitude of Pre-service Teachers and Academic Achievement

  • Datos identificativos

    Identificador: imarina:9243518
    Autores:
    Segarra JJulià C
    Resumen:
    Given the importance of the beliefs and attitudes of the pre-service teachers, this research aims at studying the relation between mathematics teaching efficacy beliefs of pre-service teachers, their attitude towards mathematics and their mathematics academic achievement. Specifically, this work considers both factors together and studies their correlation with mathematics academic achievement. The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is used to measure the teachers’ efficacy beliefs of pre-service teachers. Besides, the Attitude towards Mathematics Scale (AMS) is used to rate students’ attitude towards mathematics. Participants are 57 pre-service teachers of the third year of the primary education degree. Students of third years of the bachelor’s degree were invited to answer the MTEBI and AMS. Obtained results reaffirm that both teachers’ efficacy beliefs and attitude towards mathematics are key factors for pre-service teacher’s mathematics academic achievement. Moreover, the two factors correlate moderately with one another. Furthermore, results manifest that Personal Mathematics Teaching Efficacy (PMTE) is the most determining subscale for academic achievement. It is evidenced the importance of strengthening both the pre-service teachers’ efficacy beliefs and the attitude towards mathematics.
  • Otros:

    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 Rodrigo
    Palabras clave: Pre-service teachers Mathematics teaching efficacy beliefs Mathematics academic achievement Attitude
    Resumen: Given the importance of the beliefs and attitudes of the pre-service teachers, this research aims at studying the relation between mathematics teaching efficacy beliefs of pre-service teachers, their attitude towards mathematics and their mathematics academic achievement. Specifically, this work considers both factors together and studies their correlation with mathematics academic achievement. The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is used to measure the teachers’ efficacy beliefs of pre-service teachers. Besides, the Attitude towards Mathematics Scale (AMS) is used to rate students’ attitude towards mathematics. Participants are 57 pre-service teachers of the third year of the primary education degree. Students of third years of the bachelor’s degree were invited to answer the MTEBI and AMS. Obtained results reaffirm that both teachers’ efficacy beliefs and attitude towards mathematics are key factors for pre-service teacher’s mathematics academic achievement. Moreover, the two factors correlate moderately with one another. Furthermore, results manifest that Personal Mathematics Teaching Efficacy (PMTE) is the most determining subscale for academic achievement. It is evidenced the importance of strengthening both the pre-service teachers’ efficacy beliefs and the attitude towards mathematics.
    Áreas temáticas: Pedagogical & educational research Education
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: carme.julia@urv.cat
    Identificador del autor: 0000-0003-3440-6175
    Fecha de alta del registro: 2024-09-07
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: https://www.scimath.net/article/mathematics-teaching-efficacy-belief-and-attitude-of-pre-service-teachers-and-academic-achievement-11381
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: European Journal Of Science And Mathematics Education. 10 (1):
    Referencia de l'ítem segons les normes APA: Segarra J; Julià C (2022). Mathematics Teaching Efficacy Belief and Attitude of Pre-service Teachers and Academic Achievement. European Journal Of Science And Mathematics Education, 10(1), -. DOI: 10.30935/scimath/11381
    DOI del artículo: 10.30935/scimath/11381
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2022
    Tipo de publicación: Journal Publications
  • Palabras clave:

    Education
    Pre-service teachers
    Mathematics teaching efficacy beliefs
    Mathematics academic achievement
    Attitude
    Pedagogical & educational research
    Education
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