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Pre-Service Primary Teachers’ Mathematics Teaching Efficacy on Entry to Initial Teacher Education

Artigo2022

Máiréad Hourigan ORCID; Aisling Leavy ORCID

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Resumo

Mathematics teaching efficacy is an important construct as confidence in one’s ability to teach influences teaching practices. This paper explores pre-service primary teachers’ mathematics teaching efficacy on entry to initial teacher education and the extent that pre-tertiary mathematics experiences and resultant beliefs affected their mathematics teaching efficacy. A mixed-methods approach combined the Mathematics Teaching Efficacy Beliefs Instrument (N=420) and qualitative interviews (N=30). The findings suggest medium personal mathematics teaching efficacy among participants with limited conceptions of what mathematics teaching involves. While uncertain regarding their immediate teaching ability, participants reported confidence regarding their potential. Mathematics teaching outcome expectancy was high; however, an undercurrent of conviction exists that external factors, most notably learners’ natural mathematical ability, are critical to student learning.

Dados da obra

Tipo
Artigo
Periódico
European Journal of Mathematics and Science Education, v. volume-3-2022, n. volume-3-issue-1-june-2022, p. 17-33
Ano
2022 (2022-05-16)
Idioma
en
Palavras-chave
mathematics teaching efficacy; pre-service primary teachers; initial teacher education; mathematics beliefs; outcome expectations; teacher confidence; conceptions of mathematics teaching
Temas
Formação de Professores de Matemática, Práticas Pedagógicas
DOI
10.12973/ejmse.3.1.17
ISSN
2694-2003
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HOURIGAN, Máiréad; LEAVY, Aisling. Pre-Service Primary Teachers’ Mathematics Teaching Efficacy on Entry to Initial Teacher Education. European Journal of Mathematics and Science Education, v. volume-3-2022, n. volume-3-issue-1-june-2022, p. 17-33, 2022. DOI: https://doi.org/10.12973/ejmse.3.1.17.

APA

Hourigan, M., & Leavy, A. (2022). Pre-Service Primary Teachers’ Mathematics Teaching Efficacy on Entry to Initial Teacher Education. European Journal of Mathematics and Science Education, volume-3-2022(volume-3-issue-1-june-2022), 17-33. https://doi.org/10.12973/ejmse.3.1.17

BibTeX
@article{hourigan2022,
  author = {Hourigan, Máiréad and Leavy, Aisling},
  title = {Pre-Service Primary Teachers’ Mathematics Teaching Efficacy on Entry to Initial Teacher Education},
  year = {2022},
  journal = {European Journal of Mathematics and Science Education},
  volume = {volume-3-2022},
  number = {volume-3-issue-1-june-2022},
  pages = {17-33},
  doi = {10.12973/ejmse.3.1.17},
  language = {en}
}
RIS
TY  - JOUR
AU  - Hourigan, Máiréad
AU  - Leavy, Aisling
TI  - Pre-Service Primary Teachers’ Mathematics Teaching Efficacy on Entry to Initial Teacher Education
PY  - 2022
JO  - European Journal of Mathematics and Science Education
VL  - volume-3-2022
IS  - volume-3-issue-1-june-2022
SP  - 17
EP  - 33
DO  - 10.12973/ejmse.3.1.17
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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