Document Type
Conference Proceeding
Abstract
This study is related to a previous study (Ribeiro, 2009) that examined teachers’ perceptions of teaching self-efficacy. In the first study the sample consisted of two groups of teachers that took the same professional development course in mathematics. The comparison group took the course in their school district with other teachers and the experimental group took the course with pre-service teachers in a university classroom. After completing the course, both groups were measured in three dimensions of teaching self-efficacy: student engagement, instructional strategies, and classroom climate. Findings indicated that although both groups had significant gains in self-efficacy toward teaching mathematics in the three dimensions, there was not a significant difference between the adjusted post-test group means. The study presented in this paper also examines perceptions of self-efficacy in the dimensions of student engagement, instructional strategies, and classroom climate, however, the focus is on the pre-service teachers who were part of the original study.
Citation/Publisher Attribution
Ribeiro, J.J., DeMagistris, D. (2011). Does a co-learner delivery model in a mathematics methods course affect pre-service teacher candidates’ self-efficacy in teaching mathematics? Paper presented at the Annual meeting of the New England Educational Research Organization New Bedford, MA.
Repository Citation
Ribeiro, John J. and DeMagistris, Denise, "Does a Co-Learner Delivery Model in a Mathematics Methods Course Affect Pre-service Teacher Candidates’ Self-Efficacy in Teaching Mathematics?," (2011). Teacher Education. 5.
https://scholarsarchive.jwu.edu/teacher_ed/5
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Comments
Paper presented at the Annual meeting of the New England Educational Research Organization New Bedford, Massachusetts, April 28, 2011.