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Pre-Service Teachers' Belief about the Efficacy of Their Mathematics Teaching: A Case Study

Artigo2021

Jaime Segarra; Carme Julià; Cristina Valls

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Resumo

This paper studies the pre-service teachers' mathematics teaching self-efficacy throughout the bachelor's degree in Primary Education. Our hypothesis is that the mathematical courses included in the bachelor's degree can influence their mathematics teaching self-efficacy. To carry out the study, pre-service teachers of each year of the Primary Education Degree answer the Mathematics Teaching Efficacy Belief Instrument (MTEBI) at the end of the 2016-17 academic year. The MTEBI is comprised of two sub-scales, namely, Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). Obtained results evidence a statistically significant difference (in positive) between the pre-teachers of the first and the last year of the bachelor's degree in the PMTE subscale. Therefore, these results show that the three teaching and learning mathematics courses (TLM) included in the bachelor's degree do change the students' PMTE. Concretely, the second TLM course, which is connected to a student teaching practice period, really makes the difference. Scores obtained in the MTOE subscale, on the contrary, do not increase throughout the Degree. To sum up, this study shows that the Mathematical Curriculum of the bachelor's degree can influence on the PMTE of the pre-teachers. Therefore, teacher educators should be aware of the importance of the Mathematical Curriculum and design the teaching and learning mathematics courses in order to promote the PMTE of the pre-teachers.

Dados da obra

Tipo
Artigo
Periódico
European Journal of Science and Mathematics Education
Ano
2021
Idioma
en
Palavras-chave
Preservice Teachers; Elementary School Teachers; Self Efficacy; Mathematics Instruction; Instructional Program Divisions; Undergraduate Students; Program Effectiveness; Foreign Countries; Student Attitudes; Teacher Competencies; Teaching Skills; Teacher Influence; Teacher Effectiveness
Temas
Currículo, Práticas Pedagógicas
ISSN
2301-251X
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
SEGARRA, Jaime; JULIÀ, Carme; VALLS, Cristina. Pre-Service Teachers' Belief about the Efficacy of Their Mathematics Teaching: A Case Study. European Journal of Science and Mathematics Education, 2021. Disponível em: https://eric.ed.gov/?id=EJ1318232. Acesso em: 5 nov. 2026.

APA

Segarra, J., Julià, C., & Valls, C. (2021). Pre-Service Teachers' Belief about the Efficacy of Their Mathematics Teaching: A Case Study. European Journal of Science and Mathematics Education. https://eric.ed.gov/?id=EJ1318232

BibTeX
@article{segarra2021,
  author = {Segarra, Jaime and Julià, Carme and Valls, Cristina},
  title = {Pre-Service Teachers' Belief about the Efficacy of Their Mathematics Teaching: A Case Study},
  year = {2021},
  journal = {European Journal of Science and Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1318232},
  language = {en}
}
RIS
TY  - JOUR
AU  - Segarra, Jaime
AU  - Julià, Carme
AU  - Valls, Cristina
TI  - Pre-Service Teachers' Belief about the Efficacy of Their Mathematics Teaching: A Case Study
PY  - 2021
JO  - European Journal of Science and Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1318232
LA  - en
ER  -

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

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