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

Ulrika Ekstam, Johan Gustav Korhonen, Karin Linnanmäki, Pirjo Aunio

Research output: Contribution to journalArticleScientificpeer-review

3 Citations (Scopus)

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.
Original languageUndefined/Unknown
Pages (from-to)338–345
Number of pages8
JournalTeaching and Teacher Education
Volume63
DOIs
Publication statusPublished - 2017
MoE publication typeA1 Journal article-refereed

Keywords

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

Cite this