The Emphasis of Inquiry Instructional Strategies: Impact on Preservice Teachers’ Mathematics Efficacy

Abstract

Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students’ mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary mathematics methods course. The data were collected from several semester groups. The instruments used were the Mathematics Teaching Efficacy Beliefs Instrument, interview data, and observation data collected during the clinical experience. The focus of this study was to compare the changes in teacher self-efficacy following a methods course that emphasized hands-on mathematics instruction with manipulatives by means of the 5E instructional format. The results of the paired-samples t-test indicated that there was a significant difference in the preservice elementary teachers’ self-efficacy for teaching mathematics after engaging in the elementary methods course. Preservice teachers reported that their understanding of various instructional practices changed significantly from a “tell, show, and do” model to an approach utilizing interactive and engaging activities. They also reported that their attitude toward mathematics had improved significantly and that there had been a direct impact on their confidence for teaching mathematics as a result of the structure of the elementary math methods course.

Pre-Service Teacher Experiences of the 5E Instructional Model: A Systematic Review of Qualitative Studies

“…As an organizational tool, the codes have been presented in the alphabetical order of the authors of the study. For example, in reading Althauser's (2018) study, the code "belief" emerged which also appeared in Fletcher and Luft's (2011) study. An excerpt from Fletcher and Luft's (2011) study "Teacher beliefs fluctuated depending upon the level of practical field experience of the teacher as well as the focus of instructor for the course" (p. 1143) was used for the example because this statement generated more than one code.…”

“…To implementing the 5E instructional model ◊ Belief (Althauser, 2018;Fletcher & Luft, 2011;Smolleck and Mongan, 2011) ◊ Content (Bozdogan & Altuncekic, 2007;Celik et al, 2018;Demirbas & Pektas, 2015;Metin & Ozmen, 2009) ◊ Materials (Bozdogan & Altuncekic, 2007;Celik et al, 2018;Metin et al, 2011;Metin & Ozmen, 2009;Smolleck & Mongan 2011;Polgampala et al, 2016) ◊ Classroom Management (Bozdogan & Altuncekic, 2007;Celik et al, 2018;Enugu & Hokayem, 2017;Smolleck & Mongan 2011;Polgampala et al, 2016) ◊ Time (Bozdogan & Altuncekic, 2007;Celik et al, 2018;Demirbas & Pektas, 2015;Enugu & Hokayem, 2017;Fletcher & Luft, 2011;Metin et al, 2011;Metin & Ozmen, 2009;Smolleck & Mongan 2011;Polgampala et al, 2016) ◊ Subject (Demirbas & Pektas, 2015 ;Metin et al, 2011 ;Polgampala et al, 2016). ◊ Colleagues (Enugu & Hokayem, 2017;Fletcher & Luft, 2011 ;Smolleck and Mongan, 2011) T: ...can be applied to science education but I think it is very difficult to be applied to social studies (Polgampala et al, 2016, p. 40).…”

“…The pre-service teachers' own teaching and learning beliefs were other barriers to be considered when seeking change in their instructional practices. Three studies (Althauser, 2018;Fletcher & Luft, 2011;Smolleck & Mongan, 2011) reported that teachers' beliefs about science/math, teaching science/math, and learning science/math directly influenced their classroom decisions and actions associated with teaching science/math. Supporting the pre-service teachers in shaping their views of teaching and learning will affect their beliefs and will ultimately change their practice.…”

“…Thirteen of the 16 studies examined for the metasynthesis followed three steps (Teach, Apply, and Reflect). In several studies the pre-service teachers' ideas about constructivist teaching were changed through these experiences (Althauser, 2018;Fletcher & Luft, 2011;Smolleck & Mongan, 2011).…”

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“…While many factors could cause this lack of adoption, teachers' selfefficacy is one factor that has been widely studied related to teachers' intentions. Several studies have reported that teachers' self-efficacy have been identified to affect teachers' motivation to adopt new teaching methods, especially in cases where there is already a positive attitude (Althauser, 2018;Caraway, Tucker, Reinke, & Hall, 2003;Silm, Tiitsaar, Pedaste, Zacharia, & Papaevripidou, 2017). Silm et al (2017) found teachers' unwillingness to engage in inquiry-based learning (IBL) was due to low self-efficacy as a result of a lack of requisite knowledge that is necessary to implement the instructional strategy in their classrooms.…”