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

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

doi:10.1016/j.tate.2017.01.009

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

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

Education

Tutkimustuotos: Lehtiartikkeli › Artikkeli › Tieteellinen › vertaisarvioitu

13 Sitaatiot (Scopus)

Abstrakti

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.

Alkuperäiskieli	Ei tiedossa
Sivut	338–345
Sivumäärä	8
Julkaisu	Teaching and Teacher Education
Vuosikerta	63
DOI - pysyväislinkit	https://doi.org/10.1016/j.tate.2017.01.009
Tila	Julkaistu - 2017
OKM-julkaisutyyppi	A1 Julkaistu artikkeli, soviteltu

Keywords

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

Pääsy asiakirjaan

10.1016/j.tate.2017.01.009

Viittausmuodot

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

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

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T1 - Special education pre-service teachers' interest, subject knowledge, and teacher efficacy beliefs in mathematics

AU - Ekstam, Ulrika

AU - Korhonen, Johan Gustav

AU - Linnanmäki, Karin

AU - Aunio, Pirjo

PY - 2017

Y1 - 2017

N2 - 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.

AB - 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.

KW - Mathematics

KW - Motivational beliefs

KW - Pre-service teachers

KW - Special education

KW - Teacher efficacy beliefs

KW - Mathematics

KW - Motivational beliefs

KW - Pre-service teachers

KW - Special education

KW - Teacher efficacy beliefs

KW - Mathematics

KW - Motivational beliefs

KW - Pre-service teachers

KW - Special education

KW - Teacher efficacy beliefs

U2 - 10.1016/j.tate.2017.01.009

DO - 10.1016/j.tate.2017.01.009

M3 - Artikel

SN - 0742-051X

VL - 63

SP - 338

EP - 345

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

ER -