PEDAGOGY STUDENTS’ SELF-EFFICACY FOR MATH TEACHING AND PERCEPTIONS OF THE SOURCES
DOI:
https://doi.org/10.31639/rbpfp.v17.i36.e885Keywords:
Self-efficacy, Math teaching, Sources of Self-efficacy, Preservice teachers, TeachingpracticumAbstract
This study aimed to analyze self-efficacy beliefs for teaching math in the future in a sample of 513 Pedagogy students. Four sources contributing to the development of these beliefs during their teaching practicum include mastery experiences, vicarious experiences, verbal persuasion from teachers and physiological and affective states. Specifically, in this study, perceptions of these sources were examined to determine how well they correlate with and predict preservice teacher self-efficacy. Knowledge’s perceptions from the course were included. Results showed all four sources were strong predictors of preservice teacher self-efficacy for teaching math in the future, but knowledge’s perceptions was a negative predictor. Number of classes given in the practicum had differential effects on all variables. Implications for teacher educators are provided so as to find ways to strengthen preservice teacher self-efficacy for teaching math in their schools.
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