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

Pedagogik

Forskningsoutput: Tidskriftsbidrag › Artikel › Vetenskaplig › Peer review

13 Citeringar (Scopus)

Sammanfattning

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.

Originalspråk	Odefinierat/okänt
Sidor (från-till)	338–345
Antal sidor	8
Tidskrift	Teaching and Teacher Education
Volym	63
DOI	https://doi.org/10.1016/j.tate.2017.01.009
Status	Publicerad - 2017
MoE-publikationstyp	A1 Tidskriftsartikel-refererad

Nyckelord

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

Åtkomst av dokument

10.1016/j.tate.2017.01.009

Citera det här

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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.",

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AU - Ekstam, Ulrika

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AU - Linnanmäki, Karin

AU - Aunio, Pirjo

PY - 2017

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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.

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