How a trainee mathematics teacher develops teacher self-efficacy

Abstract

This research contributes new understanding of how teacher self-efficacy is acquired and developed by a preservice teacher during a one-year programme of initial teacher education (ITE). Our findings are consistent with previous studies in confirming that self-efficacy is acquired through vicarious experience, verbal persuasion and mastery experience while being undermined by negative physiological and affective states. In this study, however, we consider three separate subdomains of teacher self-efficacy: efficacy in classroom management, efficacy in student engagement and efficacy in instructional strategies. Based on a qualitative analysis of a trainee's weekly reflections, this research shows that efficacy development is phased, initially dominated by developing efficacy in classroom management and efficacy in student engagement and, only at a significantly later stage, in instructional strategies. This is an important contribution to understanding how trainee teachers develop professional efficacy.Based on these findings, we tentatively offer a new self-efficacy development trajectory framework which can be used to inform the development of ITE programmes or continuing professional development programmes.

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

“…Betze and Hackett (1983 in [80], p. 300) add that it is "the belief of an individual about their abilities needed to solving specific mathematical problems, to fulfilling mathematical problems and to succeeding in mathematics-related courses." Hence, mathematical self-efficacy is divided separately from the teachers' perspective (mathematics teachers' self-efficacy [81]) and from the pupils' perspective (pupils' mathematics self-efficacy). In the case of pupils, authors often mention that those with a higher self-efficacy level can set higher and more challenging goals and, in addition, they often work harder to achieve them [82].…”

How Kindergarten Teachers Assess Their Own Professional Competencies

“…These findings correspond to the results of other researchers [60,61], who report that teachers' diagnostic skills improve during their teaching practice. In Watson and Marschall [62], beginning mathematics teachers first master classroom management, then student management (including teacher noticing), and finally instructional strategies (including an individual approach). It is the individualization of instructional strategies that is the most difficult to master in reported studies, in congruence with the presented results, for future and beginning teachers.…”

Constructivist and Transmissive Mentoring: Effects on Teacher Self-Efficacy, Emotional Management, and the Role of Novices’ Initial Beliefs

“…School-based mentoring can have an impact on efficacy expectations in multiple ways: Effective mentors can facilitate novices’ first mastery experiences via instructional support, they provide vicarious experience as a teacher model, and may verbally persuade their mentee within counseling and feedback sessions (Watson & Marschall, 2019). However, as not every type of interaction is beneficial for the mentee’s development, it is important to consider how different approaches to mentor beginning teachers promote self-efficacy.…”