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

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http://hdl.handle.net/10138/310833

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Ekstam , U , Korhonen , J , Linnanmäki , K & Aunio , P 2017 , ' Special education pre-service teachers' interest, subject knowledge, and teacher efficacy beliefs in mathematics ' , Teaching and Teacher Education , vol. 63 , pp. 338-345 . https://doi.org/10.1016/j.tate.2017.01.009

Title: Special education pre-service teachers' interest, subject knowledge, and teacher efficacy beliefs in mathematics
Author: Ekstam, Ulrika; Korhonen, Johan; Linnanmäki, Karin; Aunio, Pirjo
Other contributor: University of Helsinki, Åbo Akademi University
University of Helsinki, Department of Education
Date: 2017-04
Language: eng
Number of pages: 8
Belongs to series: Teaching and Teacher Education
ISSN: 0742-051X
DOI: https://doi.org/10.1016/j.tate.2017.01.009
URI: http://hdl.handle.net/10138/310833
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.
Subject: 516 Educational sciences
teacher efficacy beliefs
MATHEMATICS
motivational beliefs
pre-service teachers
special education
SELF-EFFICACY
STUDENT-ACHIEVEMENT
LONGITUDINAL ANALYSIS
INSTRUCTION
MODEL
DISABILITIES
MOTIVATION
district
QUALITY
SYSTEM
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