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Teacher Quality, Content Knowledge, And Self-Efficacy In One Mathematics Teach For America Cohort, Brian R. Evans
Teacher Quality, Content Knowledge, And Self-Efficacy In One Mathematics Teach For America Cohort, Brian R. Evans
NERA Conference Proceedings 2010
The purpose of this study was to understand the relationships between mathematical content knowledge and perceptions of teaching self-efficacy in one cohort of Teach for America teachers. It was found that teachers had high levels of self-efficacy. It was also found that mathematics related majors had higher mathematical content knowledge than did business majors, but similar levels of self-efficacy. Liberal arts majors had similar content knowledge and levels of self-efficacy as did mathematics related majors.
Middle And High School Mathematics Teacher Differences In Mathematics Alternative Certification, Brian R. Evans
Middle And High School Mathematics Teacher Differences In Mathematics Alternative Certification, Brian R. Evans
NERA Conference Proceedings 2010
his study examined the differences in content knowledge, attitudes toward mathematics, and concepts of teacher self-efficacy among several different types of teachers in the New York City Teaching Fellows program, and informs teacher education in mathematics alternative certification. Findings revealed that high school teachers had significantly higher content knowledge than middle school teachers. Mathematics Teaching Fellows had significantly higher content knowledge than Mathematics Immersion Teaching Fellows. Mathematics and science majors had significantly higher content knowledge than other majors. Teachers had the same high positive attitudes toward mathematics and same high concepts of self-efficacy regardless of content ability.