Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching
The purpose of this study was to investigate the relationship between prospective teachers’ (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implement...
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| Veröffentlicht in: | Mathematics education research journal 2017-03, Vol.29 (1), p.45-72 |
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| creator | Lee, Carrie W. Walkowiak, Temple A. Nietfeld, John L. |
| description | The purpose of this study was to investigate the relationship between prospective teachers’ (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers’ instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs’ mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises. |
| doi_str_mv | 10.1007/s13394-016-0185-z |
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A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers’ instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. 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| source | Springer Nature - Complete Springer Journals |
| subjects | Classroom management Classroom Techniques Classrooms Education Effectiveness Elementary School Mathematics Elementary School Teachers Elementary schools Management Mathematical analysis Mathematics Education Mathematics Instruction Mathematics Teachers Methods Courses Mixed Methods Research Original Article Preservice Teachers Primary Education Representations Self Efficacy Tasks Teacher Education Teacher Surveys Teachers Teaching Teaching Methods Undergraduate Study |
| title | Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching |
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