Abstract
Prospective Teachers’ Personal Mathematics Teacher Efficacy Beliefs and Mathematical Knowledge for Teaching
Highlights
Personal mathematics teacher efficacy beliefs are a teacher’s beliefs about her abilities to teach mathematics effectively
The goal of this study is to explore potential relationships between prospective elementary teachers’ personal mathematics teacher efficacy beliefs and mathematical knowledge for teaching when both are measured in the context of specific mathematical teaching tasks
Prospective teachers’ responses to the question “I am confident that I understand the mathematical concepts in this task” measured mathematical knowledge for teaching (MKT) self-evaluation
Summary
Personal mathematics teacher efficacy beliefs are a teacher’s beliefs about her abilities to teach mathematics effectively (see, e.g., Tschannen-Moran & Hoy, 2001). Because the effectiveness of a teacher’s instruction depends in part on the teacher’s mathematical knowledge for teaching (MKT) (Ball, Thames, & Phelps, 2008; Hill, Rowan, & Ball, 2005), the level of a teacher’s MKT should be a factor that affects the teacher’s personal mathematics teacher efficacy beliefs. J. Austin which a teacher feels effective should depend, in part, on the teacher’s MKT. Previous studies in which teacher efficacy beliefs and content knowledge for teaching have been examined together have yielded inconsistent results, motivating the need for studies in which potential relationships between these two constructs can be clarified. The goal of this study is to explore potential relationships between prospective elementary teachers’ personal mathematics teacher efficacy beliefs and mathematical knowledge for teaching when both are measured in the context of specific mathematical teaching tasks
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