Pre-service Teachers’ Self-Efficacy for Teaching Mathematical Modelling

Abstract

We focus on the professionalisation of pre-service teachers through reflective practice when they train for mathematical modelling. To do so, we consider their self-efficacy beliefs as an important aspect of professional competence for teaching mathematical modelling. A pre-post design was used to examine the extent to which self-efficacy of mathematics pre-service teachers for mathematical modelling can be increased through a variety of different teaching–learning laboratories. Clearer effects could be seen when the pre-service teachers themselves created modelling tasks for use with grade nine students.