Predicting pre-service mathematics teachers' teaching and learning conceptions: The role of mathematical beliefs, mathematics self-efficacy, and mathematics teaching efficacy

Predicting pre-service mathematics teachers' teaching and learning conceptions: The role of mathematical beliefs, mathematics self-efficacy, and mathematics teaching efficacy

• Lau, Wilfred W. F. The Chinese University of Hong Kong

International Journal of Science and Mathematics Education, 20(6), 1141-1160, 2022

Springer

2022

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
• M 教師與教師教育
  • MA 教師之專業教育

Mathematical Beliefs Mathematics Self-efficacy Mathematics Teaching Efficacy Pre-service Mathematics Teachers Teaching and Learning Conceptions

• Hong Kong

• 1997.7 onwards

• 專上教育

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. Copyright © 2022 Springer.

• 英文

期刊論文

• 15710068

https://bibliography.lib.eduhk.hk/tc/bibs/960dd0ce

2023-04-11