Special education pre-service teachers' interest, subject knowledge, and teacher efficacy beliefs in mathematics

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Ulrika Ekstam, Johan Korhonen, Karin Linnanmäki, Pirjo Aunio
Förläggare: PERGAMON-ELSEVIER SCIENCE LTD
Publiceringsår: 2017
Tidskrift: Teaching and Teacher Education
Tidskriftsakronym: TEACH TEACH EDUC
Volym: 63
Artikelns första sida, sidnummer: 338
Artikelns sista sida, sidnummer: 345
Antal sidor: 8
ISSN: 0742-051X
eISSN: 1879-2480


Abstrakt

Teacher efficacy beliefs is an important characteristic to predict instructional quality and the level of cognitive activation and educational support. Since teacher efficacy beliefs are context and domain specific, this study focuses on how special education pre-service teachers' individual interest and subject knowledge in mathematics predict their efficacy beliefs in teaching mathematics. Data were collected from 57 special education pre-service teachers. The results indicated that the individual interest of pre-service teachers has a strong effect on teacher efficacy beliefs, while subject knowledge has only an indirect effect. (C) 2017 Elsevier Ltd. All rights reserved.


Nyckelord

Mathematics, Motivational beliefs, Pre-service teachers, Special education, Teacher efficacy beliefs

Senast uppdaterad 2019-20-05 vid 05:34