How Elementary School Teachers Mathematical Self-efficacy and Mathematics Teaching Self-efficacy Relate to Conceptually and Procedurally Oriented Teaching Practices PDF Download
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Author: Diane Kay Borton Kahle
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 189
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Book Description
Abstract: The purpose of this mixed method study was to explore the relationships among the variables of mathematics self-efficacy, mathematics teaching self-efficacy, and procedurally or conceptually-oriented teaching methods. The study included 75 practicing elementary teachers who teach mathematics as well as other subjects. These teachers completed the Mathematics Teaching and Mathematics Self-Efficacy survey, designed as part of the study and based on the Mathematics Self-Efficacy Scale - Revised (MSES-R) and the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). Sixteen of the teachers also participated in an interview probing teaching methods for two mathematics topics the teachers believed they are most confident or least confident teaching. Interviews were assessed using the Conceptually and Procedurally Oriented Teaching Method Frequency Chart, designed as part of the study. Quantitative data analysis methods include descriptive statistics, Pearsons Product Moment correlation, and chi-square tests. Qualitative data analysis includes case study anecdotes for two of the interviewed teachers. Results indicate a strong relationship between mathematics self-efficacy and mathematics teaching self-efficacy and suggest that mathematics self-efficacy may be a precursor to mathematics teaching self-efficacy. Additionally, results indicate that when teaching their most confident mathematics topic teachers are more likely to use conceptually oriented teaching methods and when teaching their least confident mathematics topic teachers are more likely to use procedurally oriented teaching methods. This study offers findings to mathematics teacher educators and elementary mathematics teachers about the importance of developing mathematics self-efficacy and mathematics teaching self-efficacy because of their relationship to teachers choices of instructional methods. Additionally the two instruments developed in the study will help future researchers assess these variables.
Author: Diane Kay Borton Kahle
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 189
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Book Description
Abstract: The purpose of this mixed method study was to explore the relationships among the variables of mathematics self-efficacy, mathematics teaching self-efficacy, and procedurally or conceptually-oriented teaching methods. The study included 75 practicing elementary teachers who teach mathematics as well as other subjects. These teachers completed the Mathematics Teaching and Mathematics Self-Efficacy survey, designed as part of the study and based on the Mathematics Self-Efficacy Scale - Revised (MSES-R) and the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). Sixteen of the teachers also participated in an interview probing teaching methods for two mathematics topics the teachers believed they are most confident or least confident teaching. Interviews were assessed using the Conceptually and Procedurally Oriented Teaching Method Frequency Chart, designed as part of the study. Quantitative data analysis methods include descriptive statistics, Pearsons Product Moment correlation, and chi-square tests. Qualitative data analysis includes case study anecdotes for two of the interviewed teachers. Results indicate a strong relationship between mathematics self-efficacy and mathematics teaching self-efficacy and suggest that mathematics self-efficacy may be a precursor to mathematics teaching self-efficacy. Additionally, results indicate that when teaching their most confident mathematics topic teachers are more likely to use conceptually oriented teaching methods and when teaching their least confident mathematics topic teachers are more likely to use procedurally oriented teaching methods. This study offers findings to mathematics teacher educators and elementary mathematics teachers about the importance of developing mathematics self-efficacy and mathematics teaching self-efficacy because of their relationship to teachers choices of instructional methods. Additionally the two instruments developed in the study will help future researchers assess these variables.
Author: Teacher Education and Practice
Publisher: Rowman & Littlefield
ISBN: 1475832516
Category : Education
Languages : en
Pages : 143
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Book Description
Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.
Author: Patrick M. Jenlink
Publisher: Rowman & Littlefield
ISBN: 1475854846
Category : Education
Languages : en
Pages : 163
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Book Description
A Commitment to Teaching: Toward More Efficacious Teacher Preparation introduces the reader to a collection of thoughtful works by authors that represent current research and thinking about teacher self-efficacy and teacher preparation. It is the intent of the book to provide the reader with current and relevant knowledge concerning preparation of committed and efficacious teachers. Teacher self-efficacy, and the presence of teacher efficacy, in teacher preparation and practice, is fundamental to preparing teachers for the public school classroom. As a construct, teacher self-efficacy beliefs are an integral aspect of the teaching process. While many authors refer to teachers’ sense of self-efficacy for teaching, meaning their beliefs about their ability to perform the actions necessary to teach, many others have identified a specific form of self-efficacy pertaining to teaching. These have been called teaching or teacher efficacy. Chapter One opens the book with a focus on the teacher commitment and self-efficacy, providing the reader with an introduction. The authors of Chapters Two-Seven present field-based research that examines the complexities efficacy and commitment in the preparation of teachers. Each chapter offers the reader an examination of teacher self-efficacy and teacher preparation and based on formal research that provides the reader with insight into how the research study was conducted as well as equally important, the findings and conclusions drawn with respect teacher self-efficacy and teacher preparation. Finally, Chapter Nine presents an epilogue that focuses on the for more efficacious teacher preparation.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
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Book Description
Author: Meagan McKinney
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 46
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Book Description
"This study examined the relationship between elementary teachers' mathematical knowledge for teaching (MKT) and their self-efficacy for teaching mathematics. Self-efficacy and MKT are of high importance with implications in regards to quality of instruction and the Common Core State Standards for mathematics. Using the Content Knowledge for Teaching Mathematics (CKT-M) instrument, data for this study were collected from thirty-five elementary school teachers participating in the Improving Teachers' Monitoring of Learning Grant at the time. The data were concerned with these teachers' self-efficacy with the pedagogy and content of mathematics using the Self-Efficacy for Teaching Mathematics Instrument (SETMI). Qualitative data were collected pertaining to teachers' perceptions of the positive influences and challenges of implementing the Common Core State Standards into their classroom. A correlational analysis was run with the data collected from the survey to test for a relationship between the two self-efficacy constructs and the MKT. The results indicated no statistically significant relationship between either of the two self-efficacy constructs and participants' MKT. The qualitative data responses revealed the themes of training and support as positive influences, while curriculum and time demands were seen as the major challenges. Further research should be conducted to continue examining the relationship between self-efficacy and MKT using a larger, random sample to help gain a more true representation of the larger population."--Boise State University ScholarWorks.
Author: Diane Sweeney
Publisher: Corwin Press
ISBN: 1544320566
Category : Education
Languages : en
Pages : 194
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Book Description
Essential leadership moves for supporting instructional coaching in your school Strong leadership is essential in any successful instructional coaching effort. This action-oriented guide provides principals and district leaders with the background, practices, and tools required for leading coaching efforts that have a measurable impact on student and teacher learning. Filled with ideas that school leaders can easily apply, this book includes: Tools and techniques for preparing a school for coaching, launching a coaching culture, and supporting coaches Leadership moves and lessons from the field that provide strategies for building principal and coach partnerships Recommendations for coaches to use as they strive to increase their impact
Author: Kristi Lynn Day
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 364
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Book Description
This mixed-methods research examined teacher self-efficacy in mathematics and the use of specific mathematical instructional practices in Grades 3-5 classrooms. The purpose was to examine the relationships among teacher self-efficacy of teaching mathematics, the use of specific mathematical instructional practices, and student achievement as measured by the North Carolina end-of-grade test. According to the National Mathematics Advisory Panel (2008), differences in students’ mathematical achievement are credited to differences in teacher characteristics including their self-efficacy in teaching and use of specific instructional practices. The study sought to add to the research behind that finding. -- Correlational relationships among the variables were studied. The outcome variable was student achievement as measured by the end-of-grade mathematics test. The two outcomes variables were teacher self-efficacy of teaching mathematics as measured by the Self-Efficacy for Teaching Mathematics Instrument and the use of mathematical instructional practices as measured by the Teachers’ Instructional Practices Survey. Descriptive analysis, Pearson correlations, and multiple regression analysis were used to analyze the quantitative data. Qualitative data were gathered through teacher interviews. The notes from these interviews were reviewed for themes and then compared to the quantitative data. -- This study yielded strong to moderate correlations between teacher self-efficacy and the six measured mathematical instructional practices. Upon further analysis, the study found strong correlations between teacher self-efficacy for pedagogy in mathematics and each of the following mathematical instructional practices: cooperative learning; communication and study skills; problem-based learning; and manipulatives, models, and multiple representations. However, correlations between the frequency of the measured mathematical instructional practices and study achievement were not established. Weak correlations were found between student achievement and teacher self-efficacy in mathematics. Additionally, the study found that teacher self-efficacy was statistically significant to the prediction of student achievement as defined by student scale scores on the end-of-grade mathematics assessment.
Author: Kelly J. Talaga
Publisher:
ISBN: 9781339070094
Category : Elementary school teachers
Languages : en
Pages : 225
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Book Description
The present study sought to explore the sources of elementary teachers' mathematics teaching self-efficacy beliefs. Through the use of Seidman's in-depth interviewing protocol, four teachers with master's degrees in reading education and four teachers with master's degrees in mathematics education described their perceived sources of self-efficacy, including their experiences as students and teachers. The first research question addressed the three areas of mathematics teaching self-efficacy: content knowledge, instructional methods, and assessment techniques. The second research question examined whether there were differences in the perceived sources of self-efficacy based on the participants' degrees. Data were analyzed using descriptive coding and focused coding.
Author: James Hiebert
Publisher: Routledge
ISBN: 1136559833
Category : Education
Languages : en
Pages : 357
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Book Description
First Published in 1986. This book is intended for those people who are interested in how mathematics is learned. It is intended especially for those who are interested in the mental processes involved in becoming mathematically competent and the mental processes that inhibit such competency from developing. The volume opens with an overview of the issue and then traces the relationships between conceptual and procedural knowledge in mathematics from preschool days through the years of formal schooling. Mathematics educators and cognitive psychologists from a variety of perspectives contribute theoretical arguments and empirical data to illuminate the nature of the relationships and, in tum, the nature of mathematics learning.
Author: Angela Deanne Palmer
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 324
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Book Description
This mixed-methods sequential explanatory study was used to determine if teachers’ mathematical self-efficacy was impacted as result of a Math Foundations professional development. Over 3 months, this 5-day, 40-hour course utilized various strategies to impact in-service teachers’ number sense knowledge. -- The review of literature suggested that teacher preparation programs may not be adequately preparing teachers for the classroom. Anxiety and efficacy plague teachers as a result of their inadequacies. To improve teacher capacity, an effective professional development was needed to provide in-service teachers opportunities to increase their number sense knowledge. Research reflected that by improving number sense knowledge, efficacy would be impacted as well. -- To ascertain the impact of this professional development, two quantitative instruments–the Mathematics Teaching Efficacy Beliefs Instrument (measuring general and personal efficacy) and the Teacher Education and Learning to Teach assessment (measuring number sense knowledge)–were analyzed pre and postprofessional development. Additionally, interviews collected qualitative data regarding efficacy and number sense knowledge postprofessional development. -- The conceptual framework for this study suggested that effective professional development would improve teacher content knowledge and improve instruction, which would lead to improving teacher efficacy. The results of the professional development determined that teacher efficacy improved but was not statistically significant, while number sense knowledge improved and was statistically significant as measured by the quantitative instruments. Interviews reflected that teachers improved vocabulary, became more comfortable and confident with the math skills they were previously lacking, gained knowledge behind the “hows” and “whys” of mathematics topics they struggled to teach, and felt that they were able to support the students more in their classrooms; thus, participants reflected that the Math Foundations professional development had an impact on their mathematical self-efficacy.
