Open Access. Powered by Scholars. Published by Universities.®
Science and Mathematics Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Science and Mathematics Education
Prompted Reflective Thinking And Implications For Mathematics Teacher Efficacy In An Elementary Mathematics Methods Course, Brooke Krejci
Prompted Reflective Thinking And Implications For Mathematics Teacher Efficacy In An Elementary Mathematics Methods Course, Brooke Krejci
Dissertations and Theses @ UNI
Although student-centered mathematics instruction, rooted in constructivism (NCTM, 2014), enhances students’ deep understanding of mathematics, many teachers fail to implement this approach, continuing to use more traditional, procedural instruction (Paolucci, 2015). One reason for these difficulties may be related to their teaching selfefficacy, or a person’s beliefs about their ability to complete a task. Wyatt’s (2016) expanded teacher self-efficacy model incorporates the reflective cycle and emphasizes the importance of reflection in the development of teacher self-efficacy.
This study explored whether encouraging reflection in pre-service teachers may indirectly increase their use of student-centered methods in mathematics by increasing their self-efficacy. The …
Implementation Of The Environmental Issues Instruction Model By Elementary Teachers, Barbara Ann Ehlers
Implementation Of The Environmental Issues Instruction Model By Elementary Teachers, Barbara Ann Ehlers
Dissertations and Theses @ UNI
Teachers attend many professional development experiences throughout their professional careers. Many teachers attend because they have a personal desire for professional growth. In addition, in the state of Iowa, they are required to engage in professional development to renew teacher licensure. Professional development is offered on a myriad of topics including the latest educational research on learning, innovations in curriculum, and instructional strategies to use in the classroom. However, just attending does not guarantee improved professional practice. After these experiences teachers may or may not implement the strategies, teaching methods, or information they have learned.
This qualitative study analyzed data …