Pre-service primary school mathematics teachers’ beliefs on mathematics assessment

Tamba, Kimura Patar; Cendana, Wiputra; Adegbite, A. E.

doi:10.21831/jpe.v9i2.36815

Cited by 2 publications

(1 citation statement)

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“…Second, the use of questionnaires only captures the perspectives or beliefs of pre-service teachers. Various previous studies have shown that it is possible for a teacher to hold inappropriate or inconsistent beliefs (Op't Eynde, De Corte, & Verschaffel, 2002;Tamba, Cendana, & Adegbite, 2021;Tamba, Cendana, & Pratiwi, 2020;Tamba, 2021;Xenofontos, 2018).…”

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confidence: 99%

Pre-Service Secondary Mathematics and Physics Teachers’ Perceptions on Educational Research

Tamba

Sitompul

2022

JPMIPA

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Educational research is very important in improving the quality of learning practices. The purpose of this research is to describe and analyze pre-service teachers' perspectives on educational research. This research is a quantitative research using survey method in collecting data. Data was collected from 39 pre-service secondary teachers, consisting of majors in mathematics education and physics education. The data collection instrument used was a questionnaire. Data analysis consisted of descriptive statistics and Pearson moment-product correlation test. The results showed that pre-service teachers' perspectives on the value of educational research were in the high category. In addition, the results of the study show that there is a significant positive correlation between the value of pre-service teachers' educational research aspects and the teacher's own involvement in research.

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Section: *P < 05mentioning

confidence: 99%

Pre-Service Secondary Mathematics and Physics Teachers’ Perceptions on Educational Research

Tamba

Sitompul

2022

JPMIPA

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Primary School Mathematics Teachers’ Beliefs About Teaching in Synchronous Virtual Classrooms: A Mixed Method Study

KHALİL¹

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">This study was conducted following the initial stage of the transition to distance education necessitated by the onset of the COVID-19 pandemic and meeting the various challenges that came with it. At this point, countries and teachers have gained experience in preparing and delivering online education. Therefore, the study aimed to identify the beliefs of primary school mathematics teachers about teaching in synchronous virtual classrooms. It adopted a mixed methods approach, following a convergent parallel design. The overall study sample comprised 410 male and female teachers. A questionnaire was used to collect quantitative data across three dimensions (teaching efficiency, employing the philosophy of active learning, mathematical achievement). There were 31 items (verified for validity and reliability) comprising statements measured using a five-point Likert scale, together with open-ended options for further elaboration. In total, 130 teachers completed the questionnaire. Interviews were conducted with 10 teachers to collect qualitative data. The results show means in the range 3–5.75 for agreement with statements concerning the beliefs of mathematics teachers about teaching in virtual classrooms in the following order of importance: teaching competence; mathematical achievement; employing the philosophy of active learning. The study also found no statistically significant differences attributable to the variables of gender, qualification, or teaching experience, and also that many factors are considered to affect teaching in synchronous virtual classrooms related to the teacher, the family, and the student.</p>

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Pre-service primary school mathematics teachers’ beliefs on mathematics assessment

Cited by 2 publications

References 32 publications

Pre-Service Secondary Mathematics and Physics Teachers’ Perceptions on Educational Research

Pre-Service Secondary Mathematics and Physics Teachers’ Perceptions on Educational Research

Primary School Mathematics Teachers’ Beliefs About Teaching in Synchronous Virtual Classrooms: A Mixed Method Study

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