Predicting Pre-Service Mathematics Teachers' Teaching and Learning Conceptions: The Role of Mathematical Beliefs, Mathematics Self-Efficacy, and Mathematics Teaching Efficacy

Artigo2022

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Texto completo não localizado nas fontes consultadas. O registro é mantido pela pertinência.

Resumo

Pre-service mathematics teachers (PSTs) enter university with diverse beliefs and understandings of teaching and learning; yet, they may not be aware of how these conceptions are related to their epistemological and efficacy beliefs. This study explored how the mathematical beliefs, mathematics self-efficacy, and mathematics teaching efficacy of PSTs predict their teaching and learning conceptions. Participants were 80 PSTs (59.7% men and 40.3% women) who were studying in a 5-year full-time undergraduate degree program at a comprehensive research university in Hong Kong. Multiple regression analyses were performed to investigate the relationships between the PSTs' teaching and learning conceptions and various predictors. The results indicated that mathematical beliefs and personal mathematics teaching efficacy, a component of mathematics teaching efficacy, predicted traditional conceptions. Mathematics self-efficacy and mathematics teaching outcome expectancy, another component of mathematics teaching efficacy, predicted constructivist conceptions. This study yields insights into the different roles of mathematical beliefs, mathematics self-efficacy, and mathematics teaching efficacy in explaining and predicting the teaching and learning conceptions among PSTs, which demonstrates the potential to inform and improve PSTs' professional learning and development.

Dados da obra

Tipo: Artigo
Periódico: International Journal of Science and Mathematics Education
Ano: 2022
Idioma: en
Palavras-chave: Prediction; Preservice Teachers; Mathematics Teachers; Student Attitudes; Self Efficacy; Beliefs; Undergraduate Students; Foreign Countries; Mathematics Instruction
ISSN: 1571-0068
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
LAU, Wilfred W. F.. Predicting Pre-Service Mathematics Teachers' Teaching and Learning Conceptions: The Role of Mathematical Beliefs, Mathematics Self-Efficacy, and Mathematics Teaching Efficacy. International Journal of Science and Mathematics Education, 2022. Disponível em: http://dx.doi.org/10.1007/s10763-021-10204-y. Acesso em: 5 nov. 2026.

APA

Lau, W. W. F. (2022). Predicting Pre-Service Mathematics Teachers' Teaching and Learning Conceptions: The Role of Mathematical Beliefs, Mathematics Self-Efficacy, and Mathematics Teaching Efficacy. International Journal of Science and Mathematics Education. http://dx.doi.org/10.1007/s10763-021-10204-y

BibTeX

@article{lau2022,
  author = {Lau, Wilfred W. F.},
  title = {Predicting Pre-Service Mathematics Teachers' Teaching and Learning Conceptions: The Role of Mathematical Beliefs, Mathematics Self-Efficacy, and Mathematics Teaching Efficacy},
  year = {2022},
  journal = {International Journal of Science and Mathematics Education},
  url = {http://dx.doi.org/10.1007/s10763-021-10204-y},
  language = {en}
}

RIS

TY  - JOUR
AU  - Lau, Wilfred W. F.
TI  - Predicting Pre-Service Mathematics Teachers' Teaching and Learning Conceptions: The Role of Mathematical Beliefs, Mathematics Self-Efficacy, and Mathematics Teaching Efficacy
PY  - 2022
JO  - International Journal of Science and Mathematics Education
UR  - http://dx.doi.org/10.1007/s10763-021-10204-y
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS