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

A1 Journal article (refereed)


Internal Authors/Editors


Publication Details

List of Authors: Ulrika Ekstam, Johan Korhonen, Karin Linnanmäki, Pirjo Aunio
Publisher: PERGAMON-ELSEVIER SCIENCE LTD
Publication year: 2017
Journal: Teaching and Teacher Education
Journal acronym: TEACH TEACH EDUC
Volume number: 63
Start page: 338
End page: 345
Number of pages: 8
ISSN: 0742-051X
eISSN: 1879-2480


Abstract

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.


Keywords

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

Last updated on 2019-15-10 at 02:51