A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?

Mine Işıksal-Bostan

doi:10.12973/eurasia.2016.1277a

Full Text (PDF)

Mine Işıksal-Bostan ¹ ^*

More Detail

¹ Middle East Technical University^* Corresponding Author

Abstract

Background:
The aim of this longitudinal study was to examine prospective teachers’ mathematics teaching efficacy belief during their enrollment in teacher education program and at the end of their first year of teaching. In addition, the factor that enhance or inhibit participants’ efficacy belief and how these factors affect their mathematics teaching efficacy when they become inservice teacher were investigated

Material and methods:
Mixed research design was used in which data were collected through longitudinal survey and electronic interviews

Results:
Findings revealed that prospective teachers’ mathematics teaching efficacy beliefs increase during their enrollment in teacher education program but decrease during their first year of teaching. In addition classroom management, communicating with student, communicating with parents, mathematical knowledge for teaching, material usage, and textbook usage are the factors that enhance or inhibit teachers’ efficacy beliefs during their first year of teaching.

Conclusions:
The findings of this study give valuable information to teacher educators about the trends and development of efficacy beliefs over years and needs in teacher education programs in preparing beginning teacher to the profession

Keywords

longitudinal study
mathematics teaching efficacy beliefs
mathematics teaching outcome expectancy
middle school mathematics teachers
prospective middle school mathematics teachers

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 8, 2085-2102

https://doi.org/10.12973/eurasia.2016.1277a

Publication date: 02 Jul 2016

Article Views: 2736

Article Downloads: 1213

Open Access References How to cite this article

References

Albayrak, M. & Aydın-Unal Z. (2011). The effect of methods of teaching mathematics course on mathematics teaching efficacy beliefs of elementary pre-service mathematics teachers. International Journal of Humanities and Social Science, 16, 183-190.
Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., Pauly, E., & Zellman, G. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools. Santa Monica, CA: Rand.
Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32.
Ashton, P., & Webb, R. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The Exercise of control. New York: W. H. Freeman.
Barnes, G. (2000). A comparison of self-efficacy and teaching effectiveness in preservice string teachers. Journal of String Research, 1, 37-57.
Briley, J.S. (2012). The relationships among mathematics teaching efficacy, mathematics self efficacy, and mathematical beliefs for elementary pre-service teachers. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, Vol 5 (Teacher Attributes), [www.k-12prep.math.ttu.edu].
Bümen, N. T., & Ercan Özaydın, T. (2013). Changes on teacher self-efficacy and attitudes towards teaching profession from candidacy to induction. Education and Science, 38(169),109-125.
Cakiroglu, E. (2003). Pre-service teacher efficacy beliefs regarding mathematics teaching: a comparison of USA and Turkey. Paper presented at AERA, Chicago, Il.
Czerniak, C. M. (1990). A study of self-efficacy, anxiety, and science knowledge in preservice elementary teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.
Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy belief instrument. School Science and Mathematics, 100(4), 194-202.
Erdem, E. & Demirel, Ö. (2007). Teacher self-efficacy belief. Social Behavior and Personality, 35, 573-587.
Fives, H., & Alexander, P.A. (2004). Modeling teachers’ efficacy, knowledge, and pedagogical beliefs. In: Paper presented at the Annual Meeting of the American Psychological Association, Honolulu, HI.
Flores, I. M. (2015). Developing preservice teachers’ self-efficacy through field-based science teaching practice with elementary students. Research in Higher Education Journal, 27, 1- 19.
Gencer, A. S., & Çakıroğlu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23(5), 664–675.
Gür, G., Çakıroğlu, J., & Çapa-Aydın, Y. (2012). Investigating Predictors of Sense of Efficacy Beliefs of Classroom, Science, and Mathematics Teachers. Education and Science, 37(166), 68-76.
Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers' self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3). 774-786.
Hoy, W. K. & Woolfolk, A. E. (1990). Organizational socialization of student teachers. American Educational Research Journal, 27, 279-300.
Isiksal, M. & Cakiroglu, E. (2005). Teacher efficacy and academic performance. Academic Exchange Quarterly Journal, 9(4), 28-32.
Koç, C. (2013). An investigation into elementary school teachers' self-efficacy beliefs and skills for creatıng constructıvıst learning environments. Hacettepe Üniversitesi Journal of Education, 1, 240-255.
Lamote, C. & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33, 3-18.
Leonard, J., Barnes-Johnson, J., Dantley, S. J., & Kimber, C. (2011). Teaching science inquiry in urban contexts: The role of elementary preservice teachers’ beliefs. Urban Review, 43(1), 124-150.
Li, X., & Zhang, M. (2000). Effects of early field experiences on pre-service teachers’ efficacy beliefs – A pilot study. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproductive Service No. ED 444973)
Palmer, D. (2006). Durability of changes in self‐efficacy of preservice primary teachers. International Journal of Science Education, 28(6), 655-671.
Plourde, L. A. (2002). The influence of student teaching on preservice elementary teachers' science self-efficacy and outcome expectancy beliefs. Journal of Instructional Psychology, 29(4), 245-253.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing elusive construct. Teaching and Teacher Education, 17, 783-805.
Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105(2), 40-45.
Wingfield, M., Nath, J. L., Freeman, L., & Cohen, M. (2000). The effect of site-based preservice experiences on elementary social studies, language arts, and mathematics teaching selfefficacy beliefs. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED440972).
Woodcock, S. (2011). A cross sectional study of pre-service teacher efficacy throughout the training years. Australian Journal of Teacher Education, 36(10), 22–34.
Woolfolk Hoy, A. (2000). Changes in teacher efficacy during the early years of teaching. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Woolfolk, A.E. (2001). Educational psychology. Boston: Allyn and Bacon.
Woolfolk Hoy, A. E., Burke–Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4) 343–356.
Yılmaz, H. Huyugüzel Çavaş, P. (2008). The effect of the teaching practice on pre-service elementary teachers’ science teaching efficacy and classroom management beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 45-54.
Yürekli, B. (2015). Prospective teachers’ self-efficacy for preparing and implementing worthwhile mathematical tasks. Unpublished doctoral dissertation, Middle East Technical University, Turkey.

How to cite this article

APA

Işıksal-Bostan, M. (2016). A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2085-2102. https://doi.org/10.12973/eurasia.2016.1277a

Vancouver

Işıksal-Bostan M. A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?. EURASIA J Math Sci Tech Ed. 2016;12(8):2085-102. https://doi.org/10.12973/eurasia.2016.1277a

AMA

Işıksal-Bostan M. A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?. EURASIA J Math Sci Tech Ed. 2016;12(8), 2085-2102. https://doi.org/10.12973/eurasia.2016.1277a

Chicago

Işıksal-Bostan, Mine. "A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 8 (2016): 2085-2102. https://doi.org/10.12973/eurasia.2016.1277a

Harvard

Işıksal-Bostan, M. (2016). A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), pp. 2085-2102. https://doi.org/10.12973/eurasia.2016.1277a

MLA

Işıksal-Bostan, Mine "A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 8, 2016, pp. 2085-2102. https://doi.org/10.12973/eurasia.2016.1277a