Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Pre-service teachers (6)
- Mathematics (5)
- Mathematics teachers (5)
- Science education (5)
- Mathematics education (4)
-
- Professional development (4)
- Science (4)
- Self-efficacy (4)
- Teacher education (4)
- Initial Teacher Education (3)
- Mathematical knowledge for teaching (3)
- Nature of science (3)
- Professional learning (3)
- Algebra (2)
- Assessment (2)
- Collaboration (2)
- Partnerships (2)
- Primary school (2)
- Primary science (2)
- Prospective science teachers (2)
- STEM (2)
- STEM education (2)
- Science teaching (2)
- Teacher change (2)
- Teacher training (2)
- Teaching (2)
- Urban schools (2)
- Academic broker (1)
- Academic identity (1)
- Affect (1)
Articles 31 - 60 of 80
Full-Text Articles in Education
Scaffolding The Mathematical “Connections”: A New Approach To Preparing Teachers For The Teaching Of Lower Secondary Algebra., Christine A. Ormond
Scaffolding The Mathematical “Connections”: A New Approach To Preparing Teachers For The Teaching Of Lower Secondary Algebra., Christine A. Ormond
Australian Journal of Teacher Education
This paper discusses the results of a three-year mixed methods study into the effectiveness of a mathematics education unit. This was written for both pre-service primary education students and re-training in-service teachers, to prepare them for the teaching of pre-algebra and early algebra. The unit was taught rom 2013 to 2015 inclusively in a School of Education setting of a university in an Australian capital city. Focusing on the Number and Algebra strand in the Australian Curriculum, its purpose was to better prepare some novice teachers through modelling a more coherent approach to mathematics teaching. The unit’s genesis lies in …
Unpacking The Clinical And Participatory Dimensions Of The Trump Math-Teacher-Residency-Program, Dalia Imanuel-Noy, Tili Wagner
Unpacking The Clinical And Participatory Dimensions Of The Trump Math-Teacher-Residency-Program, Dalia Imanuel-Noy, Tili Wagner
Australian Journal of Teacher Education
Abstract: The research presents a Residency Math teacher education program that has been developed in Israel in search of transforming initial teacher preparation on the Clinical-Participatory continuum. It is a 'multi-phase' mixed-method research aiming to present the clinical and participatory dimensions of the TMR: the way in which they are reflected in the curriculum planning program, how Student Teachers (STs) in the program perceive the program's clinical and participatory dimensions and the nature of the challenges that arise in the program. Tools include: Documents of the programs; observations of the practical school experiences; A closed clinical social-interactive Questionnaire and a …
Examination Of Learning Equity Among Prospective Science Teachers Who Are Concrete, Formal And Postformal Reasoners After An Argumentation-Based Inquiry Course, Ömer Acar, Bruce R. Patton
Examination Of Learning Equity Among Prospective Science Teachers Who Are Concrete, Formal And Postformal Reasoners After An Argumentation-Based Inquiry Course, Ömer Acar, Bruce R. Patton
Australian Journal of Teacher Education
This study had two research purposes. First, we examined the scientific reasoning gains of prospective science teachers who are concrete, formal, and postformal reasoners in an argumentation-based physics inquiry instruction. Second, we sought conceptual knowledge and achievement gaps between these student groups before and after the instruction. Results were reported for 114 prospective science teachers. Results showed that concrete reasoners’ scientific reasoning gain was higher than those of formal and postformal reasoners. Moreover postformal reasoners outperformed formal and concrete reasoners on a situational conceptual knowledge subscale before and after instruction. In addition, postformal and formal reasoners scored higher than concrete …
Perceptions And Competence Of Turkish Pre-Service Science Teachers With Regard To Entrepreneurship, Isa Deveci
Perceptions And Competence Of Turkish Pre-Service Science Teachers With Regard To Entrepreneurship, Isa Deveci
Australian Journal of Teacher Education
The aim of this study is both to determine the perceptions of pre-service science teachers towards the concepts of entrepreneurship and entrepreneurial characteristics and to investigate the perceptions of pre-service science teachers regarding transferring the entrepreneurial characteristics to students. This study is designed as a qualitative study and a phenomenological research approach is used. A total of 12 pre-service science teachers from grades 5 to 8 participated in the study. Data were gathered through the use of semi-structured interviews. The data were evaluated through both descriptive and content analysis. The results show that the perceptions of the 12 …
Analysis Of Turkish Prospective Science Teachers’ Perceptions On Technology In Education, Mustafa Serdar Koksal, Suleyman Yaman, Yavuz Saka
Analysis Of Turkish Prospective Science Teachers’ Perceptions On Technology In Education, Mustafa Serdar Koksal, Suleyman Yaman, Yavuz Saka
Australian Journal of Teacher Education
Purpose of this study was to determine and analyze Turkish pre-service science teachers' perceptions on technology in terms of learning style, computer competency level, possession of a computer, and gender. The study involved 264 Turkish pre-service science teachers. Analyses were conducted through four-way ANOVA, t-tests, Mann Whitney U test and one-way ANOVAs and the results showed there were one main effect for gender and one interaction effect between gender and computer competency level. The interaction effect pointed out that the male pre-service science teachers who were weak in computer competency held more positive perceptions toward instructional technology than their counterparts.
Pre-Service Teachers And Climate Change: A Stalemate?, Helen J. Boon
Pre-Service Teachers And Climate Change: A Stalemate?, Helen J. Boon
Australian Journal of Teacher Education
Findings from the second phase of a study of pre-service teachers’ attitudes to environmental education and knowledge of climate change are reported in this paper. A sample of 87 pre-service teachers participated in a survey study in the last year of their Bachelor of Education degree to examine developments to their attitudes to environmental education and their knowledge of climate change as a result of training. Results showed their attitudes towards environmental education were consistently favourable, but their climate change science knowledge had not changed as a result of their participation in their degree. Data on preservice teachers’ sources of …
Developing Primary Pre-Service Teachers' Mathematical Content Knowledge During Practicum Teaching, Sharyn L. Livy, Colleen Vale, Sandra Herbert
Developing Primary Pre-Service Teachers' Mathematical Content Knowledge During Practicum Teaching, Sharyn L. Livy, Colleen Vale, Sandra Herbert
Australian Journal of Teacher Education
While it is recognised that a teachers’ mathematical content knowledge (MCK) is crucial for teaching, less is known about when different categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and fourth years of a four-year Bachelor of Education program. The results identify when and under what conditions pre-service teachers’ developed different categories of their MCK during practicum. Factors that assisted pre-service teachers to develop their MCK included program structure providing breadth and depth of experiences; sustained engagement for learning MCK; and …
Kindergarten Children Demonstrating Numeracy Concepts Through Drawings And Explanations: Intentional Teaching Within Play-Based Learning, Philemon Chigeza, Reesa Sorin
Kindergarten Children Demonstrating Numeracy Concepts Through Drawings And Explanations: Intentional Teaching Within Play-Based Learning, Philemon Chigeza, Reesa Sorin
Australian Journal of Teacher Education
Using both child-guided and adult-guided learning, Intentional Teaching in the early years can be a powerful tool for enhancing young children’s numeracy skills. As Epstein (2009) notes, this can include providing “opportunities for children to represent things by drawing, building and moving” (p. 47). This paper investigates how kindergarten (four-five year olds) children represented and demonstrated numeracy concepts through their drawings and explanations, completed for a research study that used arts-based strategies to enhance children’s environmental understanding. This research study involved kindergarten children in Australia creating and exchanging postcards (drawings and explanations) of their local environments with their peers in …
Emotional Literacy And Pedagogical Confidence In Pre-Service Science And Mathematics Teachers, Tony Yeigh, Geoff Woolcott, Jim Donnelly, Rob Whannell, Matthew Snow, Amanda Scott
Emotional Literacy And Pedagogical Confidence In Pre-Service Science And Mathematics Teachers, Tony Yeigh, Geoff Woolcott, Jim Donnelly, Rob Whannell, Matthew Snow, Amanda Scott
Australian Journal of Teacher Education
This report details the findings from initial research seeking to improve the pedagogical confidence of pre-service STEM teachers by encouraging emotional literacy in the form of affect awareness. The report discusses how affect was measured for the study, what the affect outcomes were and how these measures are conceptually related to improving confidence for the pre-service teachers (PSTs). Findings indicate enhanced emotional feedback enabled the PSTs to analyse, understand and make use of affect information to reflect on their teaching confidence overall. Ongoing research will need to address the issue of negative affect awareness in teacher training, and strategies for …
Exploring Quality Teaching In The Online Environment Using An Evidence-Based Approach, Elena Prieto-Rodriguez, Jennifer Gore, Kathryn Holmes
Exploring Quality Teaching In The Online Environment Using An Evidence-Based Approach, Elena Prieto-Rodriguez, Jennifer Gore, Kathryn Holmes
Australian Journal of Teacher Education
Online learning is increasingly ubiquitous in higher education. However, research regarding online teaching often focuses on the affordances of the online environment rather than on the quality of pedagogy. In this paper we consider how online learning could be enhanced using rich pedagogical models that are consistent with a wealth of existing knowledge on pedagogy for face-to-face settings. To do so, we apply an established framework, the Quality Teaching model, to explore pedagogy in the online environment and illustrate its potential benefits using a case study of 60 students in a tertiary mathematics teacher education program. We conclude that the …
A Stem Narrative: 15 Years In The Making., Susan Blackley, Jennifer Howell
A Stem Narrative: 15 Years In The Making., Susan Blackley, Jennifer Howell
Australian Journal of Teacher Education
Since its inception in the late 1990s, STEM has continued to attract attention and sizeable funding in the US, UK, and Australia. This paper narrates the development of the STEM movement, and analyses both the influences that have progressed its evolution and those that have stymied authentic STEM practices. The pervading rhetoric of “STEM crisis” is considered through a global lens, and is resolved as a geo-political phenomenon. The strident voice of the US in the STEM narrative is tempered by investigating the approach to STEM in European, Asian, and developing countries. Two perspectives are described in the narrative: the …
Pathways To Professional Growth: Investigating Upper Primary School Teachers’ Perspectives On Learning To Teach Algebra, Karina J. Wilkie, Doug Clarke
Pathways To Professional Growth: Investigating Upper Primary School Teachers’ Perspectives On Learning To Teach Algebra, Karina J. Wilkie, Doug Clarke
Australian Journal of Teacher Education
This paper discusses upper primary school teachers’ perspectives on changes to their knowledge and practice through participation in a design-based research project. It analyses their experiences using Clarke & Hollingsworth’s (2002) empirically-founded model for professional growth to understand more about the mechanisms for change that might support teachers in learning to teach a challenging but important aspect of mathematics – algebra. Ten teachers were involved in cycles of collaborative planning, team-teaching, evaluating, and revising five lessons for their classes on developing functional thinking through pattern generalisation over one year. The teachers referred to observations of teaching in action, and modification …
From 'Following' To Going Beyond The Textbook: Inservice Indian Mathematics Teachers' Professional Development For Teaching Integers, Ruchi S. Kumar, Kalyansundaram Subramaniam
From 'Following' To Going Beyond The Textbook: Inservice Indian Mathematics Teachers' Professional Development For Teaching Integers, Ruchi S. Kumar, Kalyansundaram Subramaniam
Australian Journal of Teacher Education
Abstract :In this paper we describe four Indian in-service middle school mathematics teachers’ shifts in their roles with respect to the textbook. The shifts occurred through participation in collaborative investigation on the topic of integers in professional development meetings. Analysis of teachers’ talk in these meetings indicated a shift in teachers’ role from reliance on textbook to using the knowledge of integer meanings to establish the connections between contexts and representations. We claim that this change in role occurred as a result of teachers developing knowledge of important ideas and representations in the professional development setting and identifying themselves as …
The Views Of Mathematics Teachers On The Factors Affecting The Integration Of Technology In Mathematics Courses, Gül Kaleli-Yilmaz
The Views Of Mathematics Teachers On The Factors Affecting The Integration Of Technology In Mathematics Courses, Gül Kaleli-Yilmaz
Australian Journal of Teacher Education
The aim of this study is to determine the views of mathematics teachers on the factors that affect the integration of technology in mathematic courses. It is a qualitative case study. The sample size of the study is 10 teachers who are having postgraduate education in a university in Turkey. Current study was conducted at the three stages. At the first stage, software and learning objects were introduced to the teachers. At the second stage, the activities were performed to the teachers. At the third stage, teachers practiced a technology assisted course in a real classroom environment. After all stages …
Changes In Science Teaching Self-Efficacy Among Primary Teacher Education Students, David Palmer, Jeanette Dixon, Jennifer Archer
Changes In Science Teaching Self-Efficacy Among Primary Teacher Education Students, David Palmer, Jeanette Dixon, Jennifer Archer
Australian Journal of Teacher Education
Abstract: Many preservice primary teachers have low self-efficacy for science teaching. Although science methods courses have often been shown to enhance self-efficacy, science content courses have been relatively ineffective in this respect. This study investigated whether a tailored science content course would enhance self-efficacy. The participants were preservice primary teachers and data collection was by survey and interview. Self-efficacy increased during the course and the increases were stable after a 10-month delay period. The factors that enhanced self-efficacy were: learning science content, perceptions of learning how to teach science, and teacher enthusiasm.
Exploring Links Between Pedagogical Knowledge Practices And Student Outcomes In Stem Education For Primary Schools, Peter Hudson, Lyn English, Les Dawes, Donna King, Steve Baker
Exploring Links Between Pedagogical Knowledge Practices And Student Outcomes In Stem Education For Primary Schools, Peter Hudson, Lyn English, Les Dawes, Donna King, Steve Baker
Australian Journal of Teacher Education
Science, technology, engineering, and mathematics (STEM) education is an emerging initiative in Australia, particularly in primary schools. This qualitative research aimed to understand Year 4 students’ involvement in an integrated STEM education unit that focused on science concepts (e.g., states of matter, testing properties of materials) and mathematics concepts (e.g., 3D shapes and metric measurements) for designing, making and testing a strong and safe medical kit to insulate medicines (ice cubes) at desirable temperatures. Data collection tools included student work samples, photographs, written responses from students and the teacher, and researcher notes. In a post-hoc analysis, a pedagogical knowledge practice …
Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among In-Service Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou
Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among In-Service Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou
Australian Journal of Teacher Education
This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by national and international organizations. Researchers contend that for instruction to change, educational beliefs about mathematics and teaching must change. Regression analyses indicated that mathematics-teaching experience was associated with teachers’ self-efficacy for teaching mathematics at the onset of professional development and the number of mathematics college courses teachers had taken moderated their …
Prospective Secondary Science Teachers' Argumentation Skills And The Interaction Of These Skills With Their Conceptual Knowledge, Ömer Acar, Bruce R. Patton, Arthur L. White
Prospective Secondary Science Teachers' Argumentation Skills And The Interaction Of These Skills With Their Conceptual Knowledge, Ömer Acar, Bruce R. Patton, Arthur L. White
Australian Journal of Teacher Education
This study investigated if prospective secondary science teachers enhance their argumentation skills and the interaction of the change in their argumentation skills with their conceptual knowledge during an argumentation-based guided inquiry course. 37 prospective secondary science teachers constituted the study sample. They were grouped according to whether or not they had a misconception about understanding of balanced forces at the beginning of the course. They performed oral and written argumentation tasks during the course. Their written argumentation tasks were assessed four times during the course for balanced forces and sinking and floating behaviour of objects. Results indicated that prospective secondary …
I Know How To Add Them, I Didn't Know I Had To Add Them, Jyoti R. Jhagroo
I Know How To Add Them, I Didn't Know I Had To Add Them, Jyoti R. Jhagroo
Australian Journal of Teacher Education
Abstract: Ten non-English speaking immigrant students shared their lived experiences in their secondary school mathematics classrooms in New Zealand. Through the voices of these students some understandings of the challenges they experienced as second language learners are brought to the fore. The students’ perspectives of the language-related challenges that they faced, how they made sense of learning in an environment where the medium of instruction was dissimilar to their first language, and the impact that language-related challenges may have had on their perceptions of their ability in their new environment compared to their home country, form the basis of this …
Partnerships With Cultural Organisations: A Case For Partnerships Developed By Teacher Educators For Teacher Education, Narelle Lemon, Jacolyn Weller
Partnerships With Cultural Organisations: A Case For Partnerships Developed By Teacher Educators For Teacher Education, Narelle Lemon, Jacolyn Weller
Australian Journal of Teacher Education
New ways of working in teacher education are currently being highlighted, especially in relation to partnerships. One type of partnership that is under utilised is that with cultural organisations. This paper reports on two projects where the authors work with pre-service teachers in partnership with a wildlife sanctuary and a national gallery. Common project elements included research into the value for pre-service teachers in professional engagement of their own teaching and insight into ongoing professional development. The data showed that ownership, empowerment, and meaning can be experienced by stakeholders. The research not only challenges new ways of working with partnerships …
Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya
Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya
Australian Journal of Teacher Education
The current study examines if the occurence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers’ instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through semi-structured interviews and classroom observations. Both qualitative and quantitative methods were used to determine teachers’ instructional beliefs, classroom practices and dynamic variables of classroom discourse. Results showed that teachers were more teacher-centred in their classroom practices than their instructional beliefs. There were no differences among teachers with different instructional beliefs in …
Mathematical Investigations For Supporting Pre-Service Primary Teachers Repeating A Mathematics Education Course, Judy Bailey
Mathematical Investigations For Supporting Pre-Service Primary Teachers Repeating A Mathematics Education Course, Judy Bailey
Australian Journal of Teacher Education
Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one’s past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics education course. As part of their second attempt at this course for a Bachelor of Teaching (primary) degree the pre-service teachers engaged in a mathematical investigation. Data suggests that undertaking an open-ended mathematical investigation facilitated positive shifts with regard to the pre-service teachers’ knowledge of, and beliefs and attitudes …
School And University Partnerships: The Role Of Teacher Education Institutions And Primary Schools In The Development Of Preservice Teachers’ Science Teaching Efficacy, Jacinta E. Petersen, David F. Treagust
School And University Partnerships: The Role Of Teacher Education Institutions And Primary Schools In The Development Of Preservice Teachers’ Science Teaching Efficacy, Jacinta E. Petersen, David F. Treagust
Australian Journal of Teacher Education
Science in the Australian primary school context is in a state of renewal with the recent implementation of the Australian Curriculum: Science. Despite this curriculum renewal, the results of primary students in science have remained static. Science in Australia has been identified as one of the least taught subjects in the primary school curriculum, and therefore, the role of the teacher is paramount. Research has explored the significant impact that tertiary education and practical experience, including the role of the science teacher educator and mentor teacher, can have on preservice teachers, in relation to either increasing or calibrating science teaching …
Conceptualizing And Describing Teachers’ Learning Of Pedagogical Concepts, Maria Jose Gonzalez, Pedro Gómez
Conceptualizing And Describing Teachers’ Learning Of Pedagogical Concepts, Maria Jose Gonzalez, Pedro Gómez
Australian Journal of Teacher Education
In this paper, we propose a model to explore how teachers learn pedagogical concepts in teacher education programs that expect them to become competent in lesson planning. In this context, we view pedagogical concepts as conceptual and methodological tools that help teachers to design a lesson plan on a topic, implement this lesson plan and assess its results. Concepts such as the notions of learning goals, errors, conceptual structure, representation systems, resources, grouping, interaction or assessment strategies are examples of such pedagogical concepts. We propose a model that involves three types of knowledge of a pedagogical concept—theoretical, technical and practical—for …
The Motivation And Identity Challenges For Phd Holders In The Transition To Science And Mathematics Teaching In Secondary Education: A Pilot Study, Robert Whannell, William Allen
The Motivation And Identity Challenges For Phd Holders In The Transition To Science And Mathematics Teaching In Secondary Education: A Pilot Study, Robert Whannell, William Allen
Australian Journal of Teacher Education
Australian secondary education has endured a chronic shortage of qualified mathematics and science teachers for a number of years, particularly in rural and remote areas. A longitudinal research project examining the capacity for the holders of PhD level qualifications in mathematics and science to be utilised as one means of addressing this shortage has been commenced at two regional Australian universities. This paper reports on the pilot study which utilised semi-structured interviews involving five participants at various stages of the transition into secondary school teaching. The interviews examined the motivations of the participants to enter secondary teaching and the challenges …
Chemical Literacy Levels Of Science And Mathematics Teacher Candidates, Suat Celik
Chemical Literacy Levels Of Science And Mathematics Teacher Candidates, Suat Celik
Australian Journal of Teacher Education
The goal of this study was to investigate Turkish science and mathematics teacher candidates’ levels of attainment in chemical literacy. These candidates had all studied the new Turkish chemistry curriculum in high school. The sample of the study consisted of 112 students, who were first-year students in the Department of Secondary Science and Mathematics Education. The participants’ levels of nominal, functional, conceptual, and multi-dimensional literacy were tested. The data were collected by a questionnaire previously developed and used in the literature. The participants’ levels of nominal and conceptual chemical literacy were found to be satisfactory in terms of the expectations …
The Effect Of Dynamic Software On Prospective Mathematics Teachers’ Perceptions Regarding Information And Communication Technology, Enver Tatar
Australian Journal of Teacher Education
The aim of this study was to determine the effect of dynamic software on prospective mathematics teachers’ perception levels regarding information and communication technology (ICT). The study was conducted with senior prospective teachers studying in a department of secondary mathematics education. The data of the study used both quantitative and qualitative research approaches have been obtained using two different tests, namely “Technology Perception Scale” and “Computer Assisted Mathematics Instruction Perception Scale”. Consequently, it has been observed in the study that learning how to use dynamic software positively affects prospective mathematics teachers’ perception levels in a statistically significant way regarding the …
The Fitzroy Valley Numeracy Project: Assessment Of Early Changes In Teachers’ Self-Reported Pedagogic Content Knowledge And Classroom Practice, Lorraine Jacob, Andrew Mcconney
The Fitzroy Valley Numeracy Project: Assessment Of Early Changes In Teachers’ Self-Reported Pedagogic Content Knowledge And Classroom Practice, Lorraine Jacob, Andrew Mcconney
Australian Journal of Teacher Education
The Fitzroy Valley Numeracy Project (FVNP) was designed to improve numeracy outcomes for Indigenous students by developing a systematic, co-ordinated approach to teaching primary school mathematics. In this study, using early project data, we examine FVNP teachers’ self‑reported pedagogic content knowledge and classroom practice from initial and follow up questionnaires, as well as interviews from case study teachers. After the first FVNP year, teachers reported being better able to plan focused mathematics lessons and to monitor student learning. On the other hand, teachers also felt less able to make mathematics explicit to students and their confidence in providing engaging activities …
Conceptualising Changes To Pre-Service Teachers’ Knowledge Of How To Best Facilitate Learning In Mathematics: A Tpack Inspired Initiative, Frank G. Bate, Lorraine Day, Jean Macnish
Conceptualising Changes To Pre-Service Teachers’ Knowledge Of How To Best Facilitate Learning In Mathematics: A Tpack Inspired Initiative, Frank G. Bate, Lorraine Day, Jean Macnish
Australian Journal of Teacher Education
In 2010, the Australian Commonwealth government initiated an $8m project called Teaching Teachers for the Future. The aim of the project was to engage teacher educators in a professional learning network which focused on optimising exemplary use of information and communications technologies in teacher education. By taking part in this network, participants were afforded opportunities to transform their practice through a range of localised initiatives that applied information and communications technologies to the art and science of teaching and learning. One of these initiatives involved re-engineering a university mathematics unit targeted at pre-service teachers. Information and communications technologies were purposefully …
Middle Level Mathematics Teachers’ Self-Efficacy Growth Through Professional Development: Differences Based On Mathematical Background, Tara Stevens, Zenaida Aguirre-Munoz, Gary Harris, Raegan Higgins, Xun Liu
Middle Level Mathematics Teachers’ Self-Efficacy Growth Through Professional Development: Differences Based On Mathematical Background, Tara Stevens, Zenaida Aguirre-Munoz, Gary Harris, Raegan Higgins, Xun Liu
Australian Journal of Teacher Education
Profile analyses were used to investigate differences in the self-efficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers’ self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such …