During the Didactics Congress in Duisburg in 1994, a questionnaire of over 300 secondary mathematics teachers was conducted to extract varying views of mathematics and its structure.
Attitudes towards mathematics were extremely complex and diverse in nature. Mathematics was described by the teachers as being refined and structured. The aspects of formalism, schematic orientation (short: scheme), process and application wnich are known from former research could be reproduced by a factor analysis from the 77-item questionnaires. These are dimensions around which the teachers structure their recognition and cognitive representation of mathematics, thus, creating the central characteristics of a mathematical view of the world.
These attitudes and beliefs represent a global partial structure as four main dimensions, which was primary the goal of the survey. The structure derived from the significant, partial correlations forms a graph which corresponds with the theoretical presumptions of leading antagonistic views of mathematics as a ‘process’ and as a system.’ The ‘formalism’ and ‘scheme’ aspects (schematic orientation) positively correlate with one another and represent both aspects of a static view of mathematics as a ‘system.’ They stand in opposition to the dynamical view of mathematics as a process. The aspect concerning the applicability of mathematics is only significantly connected with the aspect ‘process.’ Thus, the mathematical world view is relatively consistent and coherent.
Differences in the global view of mathematics regarding the aspects of ‘formalism’, ‘process’ and ‘application’ among teachers of varying school types could not be proven. There were significant, provable differences only within the ‘scheme aspect.’
DA - 1998/// PY - 1998 DO - 10.1007/BF03338859 DP - www.infona.pl VL - 1 IS - 19 SP - 3 EP - 45 LA - German SN - 0173-5322, 1869-2699 UR - https://www.infona.pl//resource/bwmeta1.element.springer-90c5bd8c-9d01-38b5-a946-eaa242829453 Y2 - 2024/10/31/13:54:53 L2 - files/68/bwmeta1.element.html ER - TY - JOUR TI - Are beliefs believable? An investigation of novice mathematics teachers’ beliefs and teaching practices AU - Guler, Mustafa AU - Celik, Derya T2 - European Journal of Science and Mathematics Education AB - Observing 17 teachers for a total of 116 hours, this paper examined whether a relationship between the beliefs of novice mathematics teachers and their classroom practices exists. A Spearman correlation analysis showed a modest relation between beliefs about the nature of mathematics and about learning mathematics, while the relationship between beliefs about mathematics achievement and these other two components was weak and statistically insignificant. Unexpectedly, the relationship between teachers’ beliefs and their teaching practices has been found to be much different than anticipated, and in some cases, the relationships were even negative. The researchers conclude with a discussion of further implications. DA - 2023/07/01/ PY - 2023 DO - 10.30935/scimath/12905 DP - www.scimath.net VL - 11 IS - 3 SP - 410 EP - 426 J2 - EUR J SCI MATH ED LA - english SN - 2301-251X ST - Are beliefs believable? UR - https://www.scimath.net/article/are-beliefs-believable-an-investigation-of-novice-mathematics-teachers-beliefs-and-teaching-12905 Y2 - 2024/10/31/13:55:32 L1 - files/70/Guler and Celik - 2023 - Are beliefs believable An investigation of novice mathematics teachers’ beliefs and teaching practi.pdf ER - TY - CHAP TI - The promises, problems, and prospects of research on teachers' beliefs AU - Skott, Jeppe DA - 2014/09/01/ PY - 2014 DP - ResearchGate SP - 13 EP - 30 SN - 978-0-415-53922-7 L1 - https://www.researchgate.net/profile/Jeppe-Skott/publication/266774641_The_promises_problems_and_prospects_of_research_on_teachers'_beliefs/links/56f2366508ae1cb29a3d2543/The-promises-problems-and-prospects-of-research-on-teachers-beliefs.pdf ER - TY - JOUR TI - Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation AU - Ghaith, G AU - Yaghi, H T2 - Teaching and Teacher Education AB - This article reports a study undertaken to investigate the relationships among teachers experience, efficacy, and attitudes toward the implementation of instructional innovation. Data were gathered through three questionnaires administered to 25 teachers immediately following a four-day staff development program on cooperative learning. Results showed that experience was negatively correlated, personal teaching efficacy positively correlated, and general teaching efficacy not correlated with teachers' attitudes toward implementing new instructional practices. Implications for instructional improvement and future research are discussed. DA - 1997/05/01/ PY - 1997 DO - 10.1016/S0742-051X(96)00045-5 DP - ScienceDirect VL - 13 IS - 4 SP - 451 EP - 458 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/S0742051X96000455 Y2 - 2024/11/04/12:04:49 L2 - files/74/S0742051X96000455.html ER - TY - JOUR TI - Teachers' Mathematical Beliefs: A Review AU - Handal, Boris T2 - THE MATHEMATICS EDUCATOR AB - This paper examines the nature and role of teachers’ mathematical beliefs in instruction. It is argued that teachers’ mathematical beliefs can be categorised in multiple dimensions. These beliefs are said to originate from previous traditional learning experiences mainly during schooling. Once acquired, teachers’ beliefs are eventually reproduced in classroom instruction. It is also argued that, due to their conservative nature, educational environments foster and reinforce the development of traditional instructional beliefs. Although there is evidence that teachers’ beliefs influence their instructional behaviour, the nature of the relationship is complex and mediated by external factors. DA - 2003/// PY - 2003 DP - openjournals.libs.uga.edu VL - 13 IS - 2 LA - en SN - 2331-4451 ST - Teachers' Mathematical Beliefs UR - https://openjournals.libs.uga.edu/tme/article/view/1863 Y2 - 2024/11/04/12:06:42 L1 - files/76/Handal - 2003 - Teachers' Mathematical Beliefs A Review.pdf ER - TY - RPRT TI - Teacher Self-Efficacy: Substantive Implications and Measurement Dilemmas AU - Henson, Robin K. AB - Founded in social cognitive theory, teachers' self-efficacy beliefs have been repeatedly associated with positive teaching behaviors and student outcomes. However, the concept of teacher efficacy has been complicated by issues related to construct validity and measurement integrity. The study of teacher efficacy now stands on the verge of maturity, but developmental growth will probably be contingent on the development of strong theoretical models and effective instrumentation to assess theoretical constructs. The purpose of this article is to: (1) review the theoretical foundations of teacher efficacy briefly and evaluate historical attempts to measure teacher efficacy critically; (2) discuss important substantive implications stemming from efficacy research that may advance the field; (3) present recent measurement advances; and (4) highlight several methodologies that have been underutilized in development of teacher efficacy instruments. (Contains 1 figure and 78 references.) (Author/SLD) DA - 2001/01/26/ PY - 2001 DP - ERIC LA - en ST - Teacher Self-Efficacy UR - https://eric.ed.gov/?id=ED452208 Y2 - 2024/11/04/12:07:23 L1 - files/78/Henson - 2001 - Teacher Self-Efficacy Substantive Implications and Measurement Dilemmas.pdf KW - Educational Theories KW - Elementary Secondary Education KW - Measurement Techniques KW - Research Methodology KW - Self Efficacy KW - Teacher Attitudes KW - Teachers ER - TY - JOUR TI - How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis AU - Holzberger, Doris AU - Philipp, Anja AU - Kunter, Mareike T2 - Journal of Educational Psychology AB - This study extends previous research on teachers’ self-efficacy by exploring reciprocal effects of teachers’ self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation, classroom management, and individual learning support for students), and 2-level cross-lagged structural equation analyses were conducted. Data were collected from 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points. Although cross-sectional correlations between self-efficacy beliefs and characteristics of instruction were substantiated, the analyses only partially confirmed a causal effect of teachers’ self-efficacy on later instructional quality. Instead, the analyses revealed a reverse effect of instructional quality on teachers’ self-efficacy, with students’ experience of cognitive activation and teachers’ ratings of classroom management predicting teachers’ subsequent self-efficacy. Our findings emphasize the importance of examining teachers’ self-efficacy not only as a cause but also as a consequence of educational processes. Future research on teachers’ self-efficacy should take a longitudinal perspective with varying time lags, identify possible mediator variables, and consider other aspects of teacher competence beyond self-efficacy when examining the effects of instructional quality. (PsycInfo Database Record (c) 2022 APA, all rights reserved) DA - 2013/// PY - 2013 DO - 10.1037/a0032198 DP - APA PsycNet VL - 105 IS - 3 SP - 774 EP - 786 SN - 1939-2176 ST - How teachers’ self-efficacy is related to instructional quality L2 - files/80/2013-14683-001.html KW - Analysis KW - Educational Quality KW - Longitudinal Studies KW - Self-Efficacy KW - Student Attitudes KW - Teacher Attitudes KW - Teacher Characteristics ER - TY - ELEC TI - Teachers’ Self-Effi cacy Beliefs | 36 | Handbook of Motivation at Scho UR - https://www.taylorfrancis.com/chapters/edit/10.4324/9780203879498-36/teachers-self-effi-cacy-beliefs-anita-woolfolk-hoy-wayne-hoy-heather-davis Y2 - 2024/11/04/12:09:17 ER - TY - JOUR TI - HANDBOOK OF EDUCATIONAL PSYCHOLOGY AU - Berliner, David C DP - Zotero LA - en L1 - files/84/Berliner - HANDBOOK OF EDUCATIONAL PSYCHOLOGY.pdf ER - TY - BOOK TI - Handbook of Educational Psychology A3 - Alexander, Patricia A. A3 - WINNE, PHILIP H. AB - Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners’ development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data. The Handbook of Educational Psychology, Second Edition provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology. CY - New York DA - 2006/05/18/ PY - 2006 ET - 2 SP - 1078 PB - Routledge SN - 978-0-203-87479-0 ER - TY - ELEC TI - Changes in teacher efficacy during the early years of teaching: A comparison of four measures - ScienceDirect UR - https://www.sciencedirect.com/science/article/pii/S0742051X05000193 Y2 - 2024/11/04/12:11:01 L2 - files/88/S0742051X05000193.html ER - TY - JOUR TI - Changes in teacher efficacy during the early years of teaching: A comparison of four measures AU - Hoy, Anita Woolfolk AU - Spero, Rhonda Burke T2 - Teaching and Teacher Education AB - Some of the most powerful influences on the development of teacher efficacy are mastery experiences during student teaching and the induction year. Bandura's theory of self-efficacy suggests that efficacy may be most malleable early in learning, thus the first years of teaching could be critical to the long-term development of teacher efficacy. Yet few longitudinal studies exist that track efficacy across these early years. This study reports changes in teacher efficacy from entry into a teacher preparation program through the induction year. Multiple quantitative assessments of efficacy were used including Gibson and Dembo's Teacher Efficacy Scale, Bandura's assessment of Instructional Efficacy, and an instrument designed to reflect the specific context and goals of the preparation program studied. Results indicated significant increases in efficacy during student teaching, but significant declines during the first year of teaching. Changes in efficacy during the first year of teaching were related to the level of support received. DA - 2005/05/01/ PY - 2005 DO - 10.1016/j.tate.2005.01.007 DP - ScienceDirect VL - 21 IS - 4 SP - 343 EP - 356 J2 - Teaching and Teacher Education SN - 0742-051X ST - Changes in teacher efficacy during the early years of teaching UR - https://www.sciencedirect.com/science/article/pii/S0742051X05000193 Y2 - 2024/11/04/12:11:19 KW - Measurement of efficacy KW - Preservice teachers KW - Social context KW - Teacher beliefs KW - Teacher efficacy judgments ER - TY - JOUR TI - Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Related to Experience in Teaching AU - Isiksal-Bostan, Mine AU - Sahin, Elvan AU - Ertepinar, Hamide T2 - International Journal of Environmental and Science Education AB - The purpose of this study was to examine the relationships among Turkish classroom, science and mathematics teachers' beliefs toward using inquiry-based approaches, traditional teaching approaches, and technology in their mathematics and science classrooms; their efficacy beliefs in teaching those subjects; and years of experience in teaching in consideration of curriculum movements. The analysis was based on 258 teachers who had been working in elementary schools in Ankara, Turkey. The Teacher Beliefs toward Instructional Approaches Questionnaire-Revised Scale was used as a measuring instrument. Conducting descriptive statistics, it was found that the teachers had strong beliefs in using inquiry-based instructional approach. The results of two-way MANOVA showed no statistical difference between teachers' beliefs regarding alternative teaching approaches with respect to their branches. Similarly, no significant difference was reported on their beliefs regarding traditional and technology-enhanced instructional approaches in terms of years of experience in teaching. On the other hand, the teachers with an experience of more than 16 years had significantly more favorable beliefs on using inquiry-based instructional approaches than the teachers with an experience of 6-10 years. The results of path analysis revealed that teachers' experience in teaching had a significant and positive relation to their beliefs in using traditional teaching approaches and their teaching efficacy, but negative relation to their beliefs in using technology-enhanced teaching approaches. No significant relationship between these teachers' experiences and their beliefs in using inquiry-based approaches was reported. It was also shown that beliefs in using inquiry-based approaches were positively associated with beliefs in using technology-enhanced approaches. DA - 2015/// PY - 2015 DP - ERIC VL - 10 IS - 5 SP - 603 EP - 621 LA - en UR - https://eric.ed.gov/?id=EJ1081858 Y2 - 2024/11/04/12:14:37 L1 - files/92/Isiksal-Bostan et al. - 2015 - Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Rela.pdf KW - Beliefs KW - Conventional Instruction KW - Correlation KW - Educational Change KW - Educational History KW - Elementary School Teachers KW - Foreign Countries KW - Inquiry KW - Likert Scales KW - Mathematics Instruction KW - Multivariate Analysis KW - Questionnaires KW - Science Instruction KW - Self Efficacy KW - Statistical Analysis KW - Teacher Attitudes KW - Teaching Experience KW - Teaching Methods KW - Technology Uses in Education ER - TY - JOUR TI - A systematic review of primary school class teachers views of mathematics teaching and learning AU - Kim, Eunji AU - Mallat, Eetu AU - Joutsenlahti, Jorma T2 - LUMAT DA - 2023/10/31/ PY - 2023 DO - 10.31129/LUMAT.11.2.2055 DP - researchportal.tuni.fi VL - 11 IS - 2 SP - 60 EP - 87 LA - English SN - 2323-7112 UR - https://researchportal.tuni.fi/en/publications/a-systematic-review-of-primary-school-class-teachers-views-of-mat Y2 - 2024/11/04/12:15:06 L1 - files/96/Kim et al. - 2023 - A systematic review of primary school class teachers views of mathematics teaching and learning.pdf ER - TY - JOUR TI - Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? AU - Klassen, Robert M. AU - Tze, Virginia M. C. AU - Betts, Shea M. AU - Gordon, Kelly A. T2 - Educational Psychology Review AB - This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided. DA - 2011/03/01/ PY - 2011 DO - 10.1007/s10648-010-9141-8 DP - Springer Link VL - 23 IS - 1 SP - 21 EP - 43 J2 - Educ Psychol Rev LA - en SN - 1573-336X ST - Teacher Efficacy Research 1998–2009 UR - https://doi.org/10.1007/s10648-010-9141-8 Y2 - 2024/11/04/12:15:40 L1 - files/98/Klassen et al. - 2011 - Teacher Efficacy Research 1998–2009 Signs of Progress or Unfulfilled Promise.pdf KW - Collective efficacy KW - Self-efficacy KW - Teachers ER - TY - JOUR TI - Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. AU - Klassen, Robert M. AU - Chiu, Ming Ming T2 - Journal of Educational Psychology DA - 2010/08// PY - 2010 DO - 10.1037/a0019237 DP - DOI.org (Crossref) VL - 102 IS - 3 SP - 741 EP - 756 J2 - Journal of Educational Psychology LA - en SN - 1939-2176, 0022-0663 ST - Effects on teachers' self-efficacy and job satisfaction UR - http://doi.apa.org/getdoi.cfm?doi=10.1037/a0019237 Y2 - 2024/11/04/12:17:09 L1 - files/101/Klassen and Chiu - 2010 - Effects on teachers' self-efficacy and job satisfaction Teacher gender, years of experience, and jo.pdf ER - TY - JOUR TI - Response to Leslie Hayduk’s Review of Principles and Practice of Structural Equation Modeling, 4th Edition AU - Kline, Rex B. T2 - Canadian Studies in Population AB - this issue, Review Essay DA - 2018/08/30/ PY - 2018 DO - 10.25336/csp29418 DP - DOI.org (Crossref) VL - 45 IS - 3-4 SP - 188 J2 - CSP LA - en SN - 1927-629X, 0380-1489 UR - https://journals.library.ualberta.ca/csp/index.php/csp/article/view/29418 Y2 - 2024/11/04/12:18:16 L1 - files/107/Kline - 2018 - Response to Leslie Hayduk’s Review of Principles and Practice of Structural Equation Modeling, 4th E.pdf ER - TY - JOUR TI - Professional Competence of Teachers: Effects on Instructional Quality and Student Development AU - Kunter, Mareike AU - Klusmann, Uta AU - Baumert, Jürgen AU - Richter, Dirk AU - Voss (Dubberke), Thamar AU - Hachfeld, Axinja T2 - Journal of Educational Psychology AB - This study investigates teachers’ pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school mathematics classes, multiple measures were used to assess teacher competence, instructional quality, and students’ achievement and motivation. The effect of teachers’ professional competence on student outcomes was estimated in a 1-year repeated-measures design. Two-level structural equation models revealed positive effects of teachers’ pedagogical content knowledge, enthusiasm for teaching, and self-regulatory skills on instructional quality, which in turn affected student outcomes. In contrast, teachers’ general academic ability did not affect their instruction. The multidimensional model of teachers’ professional competence introduced in this article seems suited to stimulate further research on the personal indicators of teacher quality. (PsycINFO Database Record (c) 2013 APA, all rights reserved) DA - 2013/04/29/ PY - 2013 DO - 10.1037/a0032583 DP - ResearchGate VL - 105 SP - 805 EP - 820 J2 - Journal of Educational Psychology ST - Professional Competence of Teachers L1 - https://www.researchgate.net/profile/Mareike-Kunter-2/publication/257326797_Professional_Competence_of_Teachers_Effects_on_Instructional_Quality_and_Student_Development/links/552e63580cf2acd38cb9327f/Professional-Competence-of-Teachers-Effects-on-Instructional-Quality-and-Student-Development.pdf ER - TY - BOOK TI - Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M 2008). Dokumentation der Erhebungsinstrumente AU - Laschke, Christin AU - Blömeke, Sigrid AB - Die 'Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M)' der International Association for the Evaluation of Educational Achievement (IEA) war die erste international-vergleichende Studie, die den tertiären Bildungssektor mit standardisierten Testungen in den Blick nahm. Die Studie verglich die am Ende der Mathematiklehrerausbildung erreichten Kompetenzen von Lehrkräften für die Primarstufe und die Sekundarstufe I in 16 Staaten. Deutschland beteiligte sich mit repräsentativen Stichproben von Mathematiklehrkräften für die Primarstufe bzw. die Sekundarstufe I im letzten Jahr ihrer Ausbildung aus allen Bundesländern sowie einer repräsentativen Stichprobe von Lehrerausbildenden in entsprechenden Ausbildungsgängen. Diese Skalendokumentation enthält - soweit freigegeben - die Instrumente aller TEDS-M-Befragungen und -Testungen in deutscher und englischer Sprache (einschl. Kodierleitfäden). Für die Verwendung in weiteren Studien werden die Fragen zur Person ebenso dokumentiert wie die Fragen zu den Überzeugungen und Lerngelegenheiten der angehenden Lehrkräfte sowie der Lehrerausbildenden. Die Skalendokumentation stellt so auch ein unverzichtbares Hilfsmittel dar, um mit den kürzlich freigegebenen TEDS-M-Datensätzen Sekundäranalysen durchführen zu können. Darüber hinaus können der Skalendokumentation die wichtigsten Kennwerte zu den TEDS-M-Ergebnissen entnommen werden: Häufigkeiten, Mittelwerte, Standardfehler, verschiedene Verteilungsmaße und die Anteile fehlender Werte. DA - 2014/// PY - 2014 DP - Google Books SP - 518 LA - de PB - Waxmann Verlag SN - 978-3-8309-7769-8 ST - Teacher Education and Development Study L2 - https://books.google.ee/books?id=qBOZAwAAQBAJ KW - Education / General KW - Psychology / General ER - TY - JOUR TI - Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching AU - Lee, Carrie W. AU - Walkowiak, Temple A. AU - Nietfeld, John L. T2 - Mathematics Education Research Journal AB - The purpose of this study was to investigate the relationship between prospective teachers’ (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers’ instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs’ mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises. DA - 2017/03/01/ PY - 2017 DO - 10.1007/s13394-016-0185-z DP - Springer Link VL - 29 IS - 1 SP - 45 EP - 72 J2 - Math Ed Res J LA - en SN - 2211-050X UR - https://doi.org/10.1007/s13394-016-0185-z Y2 - 2024/11/04/12:23:14 L1 - files/114/Lee et al. - 2017 - Characterization of mathematics instructional practises for prospective elementary teachers with var.pdf KW - Classroom management efficacy KW - Elementary mathematics KW - Mathematics teaching efficacy KW - Prospective teachers KW - Standards-based teaching practises ER - TY - JOUR TI - Baltic-Nordic Comparative Study on Mathematics Teachers' Beliefs and practices AU - Lepik, Madis AU - Pipere, Anita AB - The article describes some aspects of the cross-cultural NorBa project " Mathematics teachers' educa-tional beliefs " . 1 The aims of the study, its theoretical background as well as the development of the qu-estionnaire are discussed. Some preliminary results on Estonian and Latvian mathematics teachers' beliefs and their comparison are presented. Knowledge of teachers' beliefs may reveal the specificity of teaching approaches and thus contribute to teachers' education or curricular reforms. DA - 2011/08/01/ PY - 2011 DP - ResearchGate L1 - https://www.researchgate.net/profile/Anita-Pipere/publication/271585398_Baltic-Nordic_Comparative_Study_on_Mathematics_Teachers%27_Beliefs_and_practices/links/54ccd2dc0cf24601c08b3d45/Baltic-Nordic-Comparative-Study-on-Mathematics-Teachers-Beliefs-and-practices.pdf ER - TY - JOUR TI - BALTIJOS IR ŠIAURĖS ŠALIŲ MATEMATIKOS MOKYTOJŲ NUOSTATŲ LYGINAMOJI STUDIJA T2 - Acta Paedagogica Vilnensia AB - Straipsnyje pristatoma tarpkultūrinė lyginamoji studija, kurios pagrindinis tikslas – sukurti instrumentą, patikimai matuojantį Baltijos ir Skandinavijos šalių matematikos mokytojų nuostatas, susijusias su pasi-tenkinimu darbu, mokymu, matematikos dalyku ir matematikos didaktika. Nuostatos, kurias siekiama tirti, čia suprantamos kaip koncepcijos, požiūriai, asmeninės ideologijos ir vertybės, darančios įtaką matematikos mokymo praktikai. Straipsnyje atskleidžiami lyginamosios studijos teoriniai pagrindai ir aptariama pagrindinio tyrimo instrumento – klausimyno – struktūra. Glaustai pristatomi apklausos, kurioje dalyvavo 241 matematikos mokytojas iš Estijos ir 294 mokytojai iš Latvijos, rezultatai. Konstatuojama, kad Latvijos mokytojai konstruktyvistiniam požiūriui į mokymą(si) pritaria šiek tiek labiau negu Estijos mokytojai. Abiejų šalių mokytojai tradicinio mokymo atžvilgiu yra nusiteikę neutraliai. Daroma prielaida, kad gilesnis matematikos mokytojų nuostatų pažinimas galėtų tapti akstinu reformuojant ugdymo turinį ir mokytojų rengimo sistemas. Pagrindiniai žodžiai: mokytojų nuostatos, lyginamoji studija, konstruktyvistinis požiūris. DA - 2011/// PY - 2011 DP - www.ceeol.com IS - 27 SP - 115 EP - 123 LA - Lithuanian SN - 1392-5016, 1648-665X UR - https://www.ceeol.com/search/article-detail?id=48618 Y2 - 2024/11/04/12:25:00 KW - comparative study KW - constructivist approach KW - non-constructivist approach KW - teachers’ beliefs ER - TY - ELEC TI - The Development of Teachers' Beliefs | 5 | International Handbook of R UR - https://www.taylorfrancis.com/chapters/edit/10.4324/9780203108437-5/development-teachers-beliefs-barbara-levin Y2 - 2024/11/04/12:26:11 L2 - files/119/development-teachers-beliefs-barbara-levin.html ER - TY - JOUR TI - Regression And Mediation Analysis Using Mplus AU - Muthén, Bengt AU - Schultzberg, Mårten DP - Zotero LA - en L1 - files/120/Muthén and Schultzberg - Regression And Mediation Analysis Using Mplus.pdf ER - TY - JOUR TI - The role of beliefs in the practice of teaching AU - Nespor, Jan T2 - Journal of Curriculum Studies AB - (1987). The role of beliefs in the practice of teaching . Journal of Curriculum Studies: Vol. 19, No. 4, pp. 317-328. DA - 1987/07/01/ PY - 1987 DO - 10.1080/0022027870190403 DP - www.tandfonline.com LA - EN UR - https://www.tandfonline.com/doi/abs/10.1080/0022027870190403 AN - world Y2 - 2024/11/04/12:28:26 L2 - files/123/0022027870190403.html ER - TY - JOUR TI - The roles of teacher efficacy in instructional innovation: its predictive relations to constructivist and didactic instruction AU - Nie, Youyan AU - Tan, Gim Hoon AU - Liau, Albert Kienfie AU - Lau, Shun AU - Chua, Bee Leng T2 - Educational Research for Policy and Practice AB - Constructivist instruction has been implemented in the current instructional innovation in Singapore. Large scale survey study was conducted to examine the roles of teacher efficacy in implementing the innovative constructivist instruction. The results showed that the positive correlation between teacher efficacy and constructivist instruction was stronger than the correlation between teacher efficacy and didactic instruction. The study suggests that policy makers and school leaders should try to improve teacher’s efficacy beliefs so that innovative instruction could be effectively implemented by school teachers. DA - 2013/02/01/ PY - 2013 DO - 10.1007/s10671-012-9128-y DP - Springer Link VL - 12 IS - 1 SP - 67 EP - 77 J2 - Educ Res Policy Prac LA - en SN - 1573-1723 ST - The roles of teacher efficacy in instructional innovation UR - https://doi.org/10.1007/s10671-012-9128-y Y2 - 2024/11/04/12:29:16 L1 - files/125/Nie et al. - 2013 - The roles of teacher efficacy in instructional innovation its predictive relations to constructivis.pdf KW - Constructivist instruction KW - Didactic instruction KW - Instructional innovation KW - Teacher efficacy ER - TY - JOUR TI - Primary school teachers' beliefs relating to teaching and assessing mathematics and factors that influence these beliefs AU - Nisbet, Steven AU - Warren, Elizabeth T2 - Mathematics Teacher Education and Development AB - Yes Yes DA - 2001/01/01/ PY - 2001 DP - ResearchGate VL - 2 J2 - Mathematics Teacher Education and Development L1 - https://www.researchgate.net/profile/Elizabeth-Warren-5/publication/29454278_Primary_school_teachers'_beliefs_relating_to_teaching_and_assessing_mathematics_and_factors_that_influence_these_beliefs/links/548e2e3d0cf214269f2438ca/Primary-school-teachers-beliefs-relating-to-teaching-and-assessing-mathematics-and-factors-that-influence-these-beliefs.pdf ER - TY - JOUR TI - Students' Mathematics-Related Belief Systems: Design and Analysis of a Questionnaire. AU - Op't Eynde, Peter AU - De Corte, Erik AB - A survey study was conducted to investigate the nature of students' mathematics-related belief systems. A mathematics-related beliefs questionnaire was developed and administered to 365 Flemish junior high school students to gather data to identify and analyze the different components of students' belief systems. The focus was on the structure of the belief systems and the relevant categories of beliefs and the ways they relate to each other. Analysis of the nature and structure of beliefs and belief systems points to the social context, the self, and the object to which the beliefs relate as constitutive of the development and functioning of the systems. The developed questionnaire, the Mathematics-Related Beliefs Questionnaire contained 58 items scored on a 6-point scale. The four-factor model resulting from a principal components analysis of survey responses shows that there is some empirical ground for the proposed structure of students' mathematics-related beliefs. Factor 1 DA - 2003/04// PY - 2003 DP - eric.ed.gov LA - en ST - Students' Mathematics-Related Belief Systems UR - https://eric.ed.gov/?id=ed475708 Y2 - 2024/11/04/12:31:34 L1 - files/131/Op't Eynde and De Corte - 2003 - Students' Mathematics-Related Belief Systems Design and Analysis of a Questionnaire..pdf ER - TY - JOUR TI - Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct AU - Pajares, M. Frank T2 - Review of Educational Research AB - Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers' beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers' beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of specific belief constructs. Implications of findings and directions for future research are offered. DA - 1992/// PY - 1992 DO - 10.2307/1170741 DP - JSTOR VL - 62 IS - 3 SP - 307 EP - 332 SN - 0034-6543 ST - Teachers' Beliefs and Educational Research UR - https://www.jstor.org/stable/1170741 Y2 - 2024/11/04/12:33:23 L1 - files/133/Pajares - 1992 - Teachers' Beliefs and Educational Research Cleaning up a Messy Construct.pdf ER - TY - JOUR TI - Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes AU - Perera, Harsha N. AU - John, Jennifer E. T2 - Contemporary Educational Psychology AB - Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimension of the quality of classroom processes. Additionally, student level relational and motivational predictors of math achievement, including individual perceptions of student-teacher interaction quality and math self-concept, are included per the ecology of the classroom environment. Based on data from over 6000 4th grade students and 450 teachers, results of multilevel structural equation modeling revealed that teachers’ self-efficacy beliefs for teaching math were positively associated with teachers’ job satisfaction and class levles of math achievement and interaction quality. At the individual student level, individual levels of math self-concept were positively associated with math achievement, and individual perceptions of interaction quality were positively associated with math self-concept. However, a negative association between residualized interindividual perceptions of interaction quality and math achievement was observed. DA - 2020/04/01/ PY - 2020 DO - 10.1016/j.cedpsych.2020.101842 DP - ScienceDirect VL - 61 SP - 101842 J2 - Contemporary Educational Psychology SN - 0361-476X ST - Teachers’ self-efficacy beliefs for teaching math UR - https://www.sciencedirect.com/science/article/pii/S0361476X20300072 Y2 - 2024/11/04/12:33:58 L2 - files/135/S0361476X20300072.html KW - Job satisfaction KW - Math achievement KW - Multilevel SEM KW - Social cognitive KW - Standardized achievement KW - Teacher self-efficacy KW - Teacher support ER - TY - JOUR TI - Head mathematics teachers’ beliefs about the learning and teaching of mathematics AU - Perry, Bob AU - Tracey, Danielle AU - Howard, Peter T2 - Mathematics Education Research Journal AB - This paper reports on an investigation of teacher beliefs concerning the nature of mathematics and the learning and teaching of mathematics. The focus is on the espoused beliefs of 40 Head Mathematics Teachers in Australian secondary schools. These beliefs are compared with the espoused beliefs of classroom mathematics teachers in the same schools and with recent mathematics education reform documents from Australia and USA. A confirmatory factor analysis of responses from a specifically constructed survey identified two factors (child-centredness and transmission) which form the basis for the comparative analysis. Interviews with eight of the Head Mathematics Teachers who responded to the survey provide further detail for these comparisons. The ramifications of the similarities and differences in espoused beliefs of the different groups of teachers and the reform documents are discussed. DA - 1999/04/01/ PY - 1999 DO - 10.1007/BF03217349 DP - Springer Link VL - 11 IS - 1 SP - 39 EP - 53 J2 - Math Ed Res J LA - en SN - 2211-050X UR - https://doi.org/10.1007/BF03217349 Y2 - 2024/11/04/12:57:13 L1 - files/139/Perry et al. - 1999 - Head mathematics teachers’ beliefs about the learning and teaching of mathematics.pdf KW - Belief Statement KW - Mathematic Education Research KW - Mathematics Learning KW - Secondary Mathematics Teacher KW - Teacher Belief ER - TY - JOUR TI - Professionalism of preschool teachers in Estonia, Finland, Sweden and Hungary AU - Peterson, Tiina AU - Veisson, Marika AU - Hujala, Eeva AU - Härkönen, Ulla AU - Sandberg, Anette AU - Johansson, Inge AU - Bakosi, Eva Kovacsne T2 - European Early Childhood Education Research Journal AB - The current study investigated the ratings of Estonian, Finnish, Swedish and Hungarian preschool teachers and principals regarding the professionalism of preschool teachers within a cross-cultural context. According to reports commissioned by the European Commission and OECD, the professionalism of preschool teachers is a key factor in ensuring the quality of early childhood education. The study is based on the contextual approach in the bio-ecological theory and critical ecology theory of early childhood professionalism. The research question was: what are ratings of principals and teachers regarding the professionalism of preschool teachers in interaction and family involvement, the planning of education and the evaluation of children's development, using teaching strategies and support for professional development, creating a growth environment and the development of values. Structured questionnaires were conducted, the sample consisted of teachers and principals in Estonian (174/118), Finnish (82/84), Swedish (117/96) and Hungarian (111/99) preschools. In the comparison of the results from the four countries, there were similarities between the views of Finnish and Swedish teachers and principals and between Estonian and Hungarian teachers and principals. Differences between the countries were significant and depended on the context of the individual countries. Highest mean ratings were given by Estonian and Hungarian principals and Estonian teachers to creating growth environment. Development of values was evaluated highest by Finnish principals and teachers. Swedish teachers evaluated teaching strategies highly. The statements that got the lowest evaluation rate by all interest groups were family involvement and professional development. DA - 2016/01/02/ PY - 2016 DO - 10.1080/1350293X.2015.1120529 DP - Taylor and Francis+NEJM VL - 24 IS - 1 SP - 136 EP - 156 SN - 1350-293X UR - https://doi.org/10.1080/1350293X.2015.1120529 Y2 - 2024/11/04/12:58:05 L1 - files/142/Peterson et al. - 2016 - Professionalism of preschool teachers in Estonia, Finland, Sweden and Hungary.pdf KW - preschool principals KW - preschool teachers KW - professionalism ER - TY - BOOK TI - Second Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics AU - Lester, Frank K. AB - The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community. DA - 2007/02/01/ PY - 2007 DP - Google Books SP - 1380 LA - en PB - IAP SN - 978-1-60752-709-1 ST - Second Handbook of Research on Mathematics Teaching and Learning L2 - https://books.google.ee/books?id=B_onDwAAQBAJ KW - Education / General KW - Mathematics / Study & Teaching ER - TY - ELEC TI - To parcel or not to parcel: The effects of item parceling in confirmatory factor analysis - ProQuest AB - Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform. LA - en ST - To parcel or not to parcel UR - https://www.proquest.com/openview/770891d93cb74787dc4aa6d63c425fb5/1?cbl=18750&diss=y&pq-origsite=gscholar&parentSessionId=6WEdRR6SXiNSANNzczO7KRTOLBUrNlMqqx7b%2F0FGM80%3D Y2 - 2024/11/04/13:00:01 L2 - files/148/1.html ER - TY - THES TI - To Parcel or Not to Parcel: The Effects of Item Parceling in Confirmatory Factor Analysis AU - Plummer, Brett CY - Kingston, RI DA - 2000/// PY - 2000 DP - DOI.org (Crossref) LA - en PB - University of Rhode Island ST - To Parcel or Not to Parcel UR - https://digitalcommons.uri.edu/oa_diss/917 Y2 - 2024/11/04/13:00:02 L1 - files/145/Plummer - 2000 - To Parcel or Not to Parcel The Effects of Item Parceling in Confirmatory Factor Analysis.pdf ER - TY - CHAP TI - Teacher Learning: Implications of New Views of Cognition AU - Putnam, Ralph T. AU - Borko, Hilda T2 - International Handbook of Teachers and Teaching A2 - Biddle, Bruce J. A2 - Good, Thomas L. A2 - Goodson, Ivor F. AB - Current educational reform efforts in the United States are setting forth ambitious goals for schools, teachers, and students (e.g., National Council of Teachers of Mathematics, 1989; National Education Goals Panel, 1991; National Research Council, 1993). Schools and teachers are to help students develop rich understandings of important content, think critically, construct and solve problems, synthesize information, invent, create, express themselves proficiently, and leave school prepared to be responsible citizens and lifelong learners. Reformers hold forth visions of teaching and learning in which teachers and student engage in rich discourse about important ideas and participate in problem solving activities grounded in meaningful contexts (e.g., American Association for the Advancement of Science, 1989; National Council of Teachers of Mathematics, 1989, 1991). These visions of teaching and learning depart significantly from much of the educational practice that currently typifies American classrooms — practice that is based on views of teaching as presenting and explaining content and learning as the rehearsal and retention of presented information and skills. CY - Dordrecht DA - 1997/// PY - 1997 DP - Springer Link SP - 1223 EP - 1296 LA - en PB - Springer Netherlands SN - 978-94-011-4942-6 ST - Teacher Learning UR - https://doi.org/10.1007/978-94-011-4942-6_30 Y2 - 2024/11/04/13:02:05 ER - TY - CHAP TI - The role of attitudes and beliefs in learning to teach AU - Richardson, Virginia T2 - Handbook of Research on Teacher Education DA - 1996/01/01/ PY - 1996 DP - ResearchGate VL - 2 SP - 102 EP - 119 L1 - https://www.researchgate.net/profile/Virginia-Richardson/publication/239666513_The_role_of_attitudes_and_beliefs_in_learning_to_teach/links/572cdb6f08aeb1c73d11b2e2/The-role-of-attitudes-and-beliefs-in-learning-to-teach.pdf ER - TY - JOUR TI - Within-teacher predictors of teacher efficacy AU - Ross, John A. AU - Bradley Cousins, J. AU - Gadalla, Tahany T2 - Teaching and Teacher Education AB - Previous research has represented teacher efficacy (TE) as a unitary disposition, despite theoretical arguments that TE is task specific. Experienced secondary teachers (N = 52) responded to a survey probing their feelings of personal efficacy toward teaching different classes (up to four per respondent). Teachers' performance expectancies varied among teaching assignments: within-teacher factors accounted for 21% of the variance in TE. The influence of within-teacher factors on TE was moderated by between-teacher variables (subject, experience, education, gender, preference for student-directed instruction and innovative assessment). DA - 1996/07/01/ PY - 1996 DO - 10.1016/0742-051X(95)00046-M DP - ScienceDirect VL - 12 IS - 4 SP - 385 EP - 400 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/0742051X9500046M Y2 - 2024/11/04/13:06:35 L1 - files/156/Ross et al. - 1996 - Within-teacher predictors of teacher efficacy.pdf L2 - files/155/0742051X9500046M.html ER - TY - JOUR TI - The Detailed Analysis of an Established Teacher's Non-Traditional Lesson AU - Schoenfeld, Alan H. AU - Minstrell, Jim AU - van Zee, Emily T2 - The Journal of Mathematical Behavior AB - This article presents the fine-grained analysis of an experienced teacher conducting a highly interactive, non-standard lesson of his own design. The analysis, often carried out on a line-by-line level, seeks to explain how and why the teacher made the decisions he did while interacting with his students. The analysis indicates that much of the lesson, in which the teacher is truly responsive to the ideas generated by the students, can be modeled closely using a small number of contingency-based teaching strategies. Even in a case where a student makes a rather unusual comment, the model—which includes the detailed characterization of the teacher's knowledge, goals, and beliefs—is capable of predicting with some precision the nature of the teacher's response. DA - 1999/03/01/ PY - 1999 DO - 10.1016/S0732-3123(99)00035-8 DP - ScienceDirect VL - 18 IS - 3 SP - 281 EP - 325 J2 - The Journal of Mathematical Behavior SN - 0732-3123 UR - https://www.sciencedirect.com/science/article/pii/S0732312399000358 Y2 - 2024/11/04/13:07:54 L2 - files/158/S0732312399000358.html ER - TY - ELEC TI - The Career Development of Preservice and Inservice Teachers | 15 | Why UR - https://www.taylorfrancis.com/chapters/edit/10.4324/9780203108437-15/career-development-preservice-inservice-teachers-kamau-oginga-siwatu-steven-randall-chesnut Y2 - 2024/11/04/13:10:44 L2 - files/160/career-development-preservice-inservice-teachers-kamau-oginga-siwatu-steven-randall-chesnut.html ER - TY - ELEC TI - The Promises, Problems, and Prospects of Research on Teachers' Beliefs UR - https://www.taylorfrancis.com/chapters/edit/10.4324/9780203108437-3/promises-problems-prospects-research-teachers-beliefs-jeppe-skott Y2 - 2024/11/04/13:11:56 L2 - files/162/promises-problems-prospects-research-teachers-beliefs-jeppe-skott.html ER - TY - JOUR TI - The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics. AU - Staub, Fritz C. AU - Stern, Elsbeth T2 - Journal of Educational Psychology AB - In a longitudinal study of 496 students in 27 self-contained German elementary school classrooms, performance in mathematical word problems and arithmetic tasks was measured at the end of Grades 2 and 3. A questionnaire was used to assess the degree to which teachers' pedagogical content beliefs in elementary mathematics reflect a cognitive constructivist orientation, rather than an associationist or direct-transmission view of learning and teaching. Our findings show that a cognitive constructivist orientation was associated with larger achievement gains in mathematical word problems. Moreover, teachers with a direct transmission view were not more successful than teachers with a cognitive constructivist orientation in fostering students' computational proficiency. (PsycInfo Database Record (c) 2022 APA, all rights reserved) DA - 2002/06/01/ PY - 2002 DO - 10.1037/0022-0663.94.2.344 DP - EBSCOhost VL - 94 IS - 2 SP - 344 EP - 355 J2 - Journal of Educational Psychology LA - eng SN - 0022-0663 ST - The nature of teachers' pedagogical content beliefs matters for students' achievement gains UR - https://research.ebsco.com/linkprocessor/plink?id=a3b49105-60ab-32e2-9ac2-f7cd44851300 Y2 - 2024/11/04/13:14:50 L1 - files/166/Staub and Stern - 2002 - The nature of teachers' pedagogical content beliefs matters for students' achievement gains Quasi-e.pdf KW - Academic Achievement KW - Adulthood (18 yrs & older) KW - Childhood (birth-12 yrs) KW - Constructivism KW - Elementary School Students KW - Female KW - Male KW - Mathematics KW - Problem Solving KW - School Age (6-12 yrs) KW - Teacher Attitudes KW - Word Problem ER - TY - JOUR TI - Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research AU - Zee, Marjolein AU - Koomen, Helma M. Y. T2 - Review of Educational Research AB - This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links with students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. Negative associations were found between TSE and burnout factors. Last, a small number of studies indicated indirect effects between TSE and academic adjustment, through instructional support, and between TSE and psychological well-being, through classroom organization. Possible explanations for the findings and gaps in the measurement and analysis of TSE in the educational literature are discussed. DA - 2016/12/01/ PY - 2016 DO - 10.3102/0034654315626801 DP - SAGE Journals VL - 86 IS - 4 SP - 981 EP - 1015 LA - en SN - 0034-6543 ST - Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being UR - https://doi.org/10.3102/0034654315626801 Y2 - 2024/11/04/13:15:40 L1 - files/168/Zee and Koomen - 2016 - Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teach.pdf ER - TY - JOUR TI - Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration AU - Zee, Marjolein AU - Koomen, Helma M. Y. AU - Jellesma, Francine C. AU - Geerlings, Jolien AU - de Jong, Peter F. T2 - Journal of School Psychology AB - This study explored inter- and intra-individual differences in teachers' self-efficacy (TSE) by adapting Tschannen-Moran and Woolfolk Hoy's (2001) Teachers' Sense of Efficacy Scale (TSES) to the domain- and student-specific level. Multilevel structural equation modeling was used to evaluate the factor structure underlying this adapted instrument, and to test for violations of measurement invariance over clusters. Results from 841 third- to sixth-grade students and their 107 teachers supported the existence of one higher-order factor (Overall TSE) and four lower-order factors (Instructional Strategies, Behavior Management, Student Engagement, and Emotional Support) at both the between- and within-teacher level. In this factor model, intra-individual differences in TSE were generally larger than inter-individual differences. Additionally, the presence of cluster bias in 18 of 24 items suggested that the unique domains of student-specific TSE at the between-teacher level cannot merely be perceived as the within-teacher level factors' aggregates. These findings underscore the importance of further investigating TSE in relation to teacher, student, and classroom characteristics. DA - 2016/04/01/ PY - 2016 DO - 10.1016/j.jsp.2015.12.003 DP - ScienceDirect VL - 55 SP - 39 EP - 56 J2 - Journal of School Psychology SN - 0022-4405 ST - Inter- and intra-individual differences in teachers' self-efficacy UR - https://www.sciencedirect.com/science/article/pii/S0022440515001016 Y2 - 2024/11/04/13:16:16 L1 - files/175/Zee et al. - 2016 - Inter- and intra-individual differences in teachers' self-efficacy A multilevel factor exploration.pdf L2 - files/170/S0022440515001016.html KW - Cluster bias KW - Intra-individual differences KW - Multilevel confirmatory factor analysis KW - Teacher self-efficacy KW - Upper elementary school ER - TY - JOUR TI - Pre-Service Teachers' Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy AU - Zuya, Habila Elisha AU - Kwalat, Simon Kevin AU - Attah, Bala Galle T2 - Journal of Education and Practice AB - Pre-service mathematics teachers' mathematics self-efficacy and mathematics teaching self-efficacy were investigated in this study. The purpose was to determine the confidence levels of their self-efficacy in mathematics and mathematics teaching. Also, the study was aimed at finding whether their mathematics self-efficacy and teaching self-efficacy were related. The participants were 49 pre-service mathematics teachers who were in their final year of training in the University. The mathematics self-efficacy items were adopted from Han, et al (2015) and May (2009), while the mathematics teaching self-efficacy items were those used by Khale (2008) and Gavora (2010). The findings of the study revealed that pre-service mathematics teachers had above average confidence levels in both MSE and MTSE. The study also revealed that the pre-service mathematics teachers' MSE and MTSE were significantly related. DA - 2016/// PY - 2016 DP - ERIC VL - 7 IS - 14 SP - 93 EP - 98 LA - en SN - 2222-1735 UR - https://eric.ed.gov/?id=EJ1102977 Y2 - 2024/11/04/13:16:56 L1 - files/174/Zuya et al. - 2016 - Pre-Service Teachers' Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy.pdf KW - Likert Scales KW - Mathematics Instruction KW - Mathematics Skills KW - Preservice Teachers KW - Questionnaires KW - Self Concept Measures KW - Self Efficacy KW - Statistical Analysis KW - Student Surveys KW - Student Teacher Attitudes ER - TY - JOUR TI - Beliefs about teaching and uses of technology among pre‐service teachers AU - Teo, Timothy AU - Chai, Ching Sing AU - Hung, David AU - Lee, Chwee Beng T2 - Asia-Pacific Journal of Teacher Education AB - In the current learning environments, technology is integrated in different ways. Teachers acting in the capacity of main change agents bring with them beliefs about teaching which effects their use of technology in the classroom. This study aims to examine the possible relationship between teachers' beliefs about teaching and uses of technology. Unlike past research on this issue, the results from this study show that belief in constructivist teaching correlates significantly with both constructivist and traditional uses of technology. However, a belief in traditional teaching is only significantly correlated (negatively) with constructivist use of technology. Implications for teaching training and future research are discussed. DA - 2008/05/01/ PY - 2008 DO - 10.1080/13598660801971641 DP - Taylor and Francis+NEJM VL - 36 IS - 2 SP - 163 EP - 174 SN - 1359-866X UR - https://doi.org/10.1080/13598660801971641 Y2 - 2024/11/04/13:17:55 L1 - files/178/Teo et al. - 2008 - Beliefs about teaching and uses of technology among pre‐service teachers.pdf KW - beliefs KW - learning KW - pre‐service teachers KW - teaching KW - technology ER - TY - BOOK TI - Handbook of Research on Mathematics Teaching and Learning: (A Project of the National Council of Teachers of Mathematics) AU - Grouws, Douglas AB - Sponsored by the National Council of Teachers of Mathematics and written by leading experts in the field of mathematics education, the Handbook is specifically designed to make important, vital scholarship accessible to mathematics education professors, graduate students, educational researchers, staff development directors, curriculum supervisors, and teachers. The Handbook provides a framework for understanding the evolution of the mathematics education research field against the backdrop of well-established conceptual, historical, theoretical, and methodological perspectives. It is an indispensable working tool for everyone interested in pursuing research in mathematics education as the references for each of the Handbook's twenty-nine chapters are complete resources for both current and past work in that particular area. DA - 2006/11/01/ PY - 2006 DP - Google Books SP - 784 LA - en PB - IAP SN - 978-1-60752-874-6 ST - Handbook of Research on Mathematics Teaching and Learning L2 - https://books.google.ee/books?id=N_wnDwAAQBAJ KW - Mathematics / Reference KW - Mathematics / Research KW - Mathematics / Study & Teaching ER - TY - JOUR TI - The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice AU - Gonzalez Thompson, Alba T2 - Educational Studies in Mathematics AB - Case studies were conducted to investigate the conceptions of mathematics and mathematics teaching held by three junior high school teachers. Examination of the relationship between conceptions and practice showed that the teachers' beliefs, views, and preferences about mathematics and its teaching played a significant, albeit subtle, role in shaping their instructional behavior. Differences among the teachers in their conceptions and practices are explained followed by a discussion of properties of their conceptual systems. DA - 1984/05/01/ PY - 1984 DO - 10.1007/BF00305892 DP - Springer Link VL - 15 IS - 2 SP - 105 EP - 127 J2 - Educ Stud Math LA - en SN - 1573-0816 UR - https://doi.org/10.1007/BF00305892 Y2 - 2024/11/04/13:21:04 L1 - files/182/Gonzalez Thompson - 1984 - The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional p.pdf KW - High School KW - Instructional Practice KW - Junior High School KW - Mathematics Teaching KW - School Teacher ER - TY - BOOK TI - Improving a Country’s Education: PISA 2018 Results in 10 Countries A3 - Crato, Nuno CY - Cham DA - 2021/// PY - 2021 DP - DOI.org (Crossref) LA - en PB - Springer International Publishing SN - 978-3-030-59030-7 978-3-030-59031-4 ST - Improving a Country’s Education UR - http://link.springer.com/10.1007/978-3-030-59031-4 Y2 - 2024/11/04/13:21:50 L1 - files/183/Crato - 2021 - Improving a Country’s Education PISA 2018 Results in 10 Countries.pdf ER - TY - ELEC TI - Conceptual Change in Teachers’ Intuitive Conceptions of Learning, Moti UR - https://www.taylorfrancis.com/chapters/edit/10.4324/9781410605740-10/conceptual-change-teachers-intuitive-conceptions-learning-motivation-instruction-role-motivational-epistemological-beliefs Y2 - 2024/11/04/13:22:42 L2 - files/186/conceptual-change-teachers-intuitive-conceptions-learning-motivation-instruction-role-motivatio.html ER - TY - JOUR TI - The differential antecedents of self-efficacy beliefs of novice and experienced teachers AU - Tschannen-Moran, Megan AU - Hoy, Anita Woolfolk T2 - Teaching and Teacher Education AB - Among the sources of teachers’ self-efficacy beliefs, mastery experiences are postulated to be the most potent. Thus it seems likely that other sources of self-efficacy would play a larger role early in learning when fewer mastery experiences are available. Among the 255 novice and careers teachers who participated in this study, contextual factors such as the teaching resources and interpersonal support available were found to be much more salient in the self-efficacy beliefs of novice teachers. Among experienced teachers, for whom an abundance of mastery experiences were available, contextual factors played far less important a role in their self-efficacy beliefs. DA - 2007/08/01/ PY - 2007 DO - 10.1016/j.tate.2006.05.003 DP - ScienceDirect VL - 23 IS - 6 SP - 944 EP - 956 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/S0742051X06000953 Y2 - 2024/11/04/13:23:29 L2 - files/188/S0742051X06000953.html KW - Analysis of the teaching task KW - Interpersonal support KW - Mastery experiences KW - Teachers’ self-efficacy beliefs KW - Teaching resources KW - Verbal persuasion ER - TY - JOUR TI - Teacher efficacy: capturing an elusive construct AU - Tschannen-Moran, Megan AU - Hoy, Anita Woolfolk T2 - Teaching and Teacher Education AB - Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs. However, persistent measurement problems have plagued those who have sought to study teacher efficacy. We review many of the major measures that have been used to capture the construct, noting problems that have arisen with each. We then propose a promising new measure of teacher efficacy along with validity and reliability data from three separate studies. Finally, new directions for research made possible by this instrument are explored. DA - 2001/10/01/ PY - 2001 DO - 10.1016/S0742-051X(01)00036-1 DP - ScienceDirect VL - 17 IS - 7 SP - 783 EP - 805 J2 - Teaching and Teacher Education SN - 0742-051X ST - Teacher efficacy UR - https://www.sciencedirect.com/science/article/pii/S0742051X01000361 Y2 - 2024/11/04/13:24:26 KW - Measurement KW - Self-efficacy KW - Teacher beliefs KW - Teacher efficacy ER - TY - ELEC TI - Teacher Efficacy: Its Meaning and Measure - Megan Tschannen-Moran, Anita Woolfolk Hoy, Wayne K. Hoy, 1998 UR - https://journals.sagepub.com/doi/abs/10.3102/00346543068002202 Y2 - 2024/11/04/13:25:08 ER - TY - JOUR TI - Teacher Efficacy: Its Meaning and Measure AU - Tschannen-Moran, Megan AU - Hoy, Anita Woolfolk AU - Hoy, Wayne K. T2 - Review of Educational Research AB - The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications of the research on teacher efficacy for teacher preparation and suggest strategies for improving the efficacy of inservice teachers. Finally, we propose new directions for research in light of the proposed model. DA - 1998/// PY - 1998 DO - 10.2307/1170754 DP - JSTOR VL - 68 IS - 2 SP - 202 EP - 248 SN - 0034-6543 ST - Teacher Efficacy UR - https://www.jstor.org/stable/1170754 Y2 - 2024/11/04/13:25:16 L1 - files/192/Tschannen-Moran et al. - 1998 - Teacher Efficacy Its Meaning and Measure.pdf ER - TY - JOUR TI - „Mathematische Weltbilder” bei Studienanfängern — eine Erhebung AU - Törner, Günter AU - Grigutsch, Stefan T2 - Journal für Mathematik-Didaktik AB - The starting-point for research on “mathematical world views” („mathematische Weltbilder”) is the thesis that these “mathematical world views” play a central and significant rôle in the individual learning and doing of mathematics. DA - 1994/12/01/ PY - 1994 DO - 10.1007/BF03338808 DP - Springer Link VL - 15 IS - 3 SP - 211 EP - 251 J2 - JMD LA - de SN - 0173-5322 UR - https://doi.org/10.1007/BF03338808 Y2 - 2024/11/04/13:25:51 ER - TY - JOUR TI - Mathematics Teachers’ Beliefs AU - Voss (Dubberke), Thamar AU - Kleickmann, Thilo AU - Kunter, Mareike AU - Hachfeld, Axinja T2 - Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers AB - Teacher beliefs are thought to play a decisive role in the provision of classroom instruction (Richardson. Handbook of research on teacher education. Macmillan, New York, pp 102–106, 1996). This chapter investigates mathematics teachers’ beliefs about the nature of knowledge (epistemological beliefs) and about mathematics teaching and learning. To this end, 328 mathematics teachers from the COACTIV study were administered 44 Likert items tapping their professional beliefs. Confirmatory factor analyses revealed that epistemological beliefs and beliefs about mathematics teaching and learning tend to co-occur into two characteristic, and negatively correlated, patterns of beliefs: a transmissive orientation and a constructivist orientation. The results of multilevel structural equation modeling confirmed the relevance of teacher beliefs for instructional practice and student learning outcomes: Constructivist beliefs were positively related to instructional quality and student achievement, whereas the potential for cognitive activation mediated the relationship between teacher beliefs and students’ achievement. Tentative implications for practice are drawn in the Discussion, followed by an outlook on two other aspects of teacher beliefs investigated in COACTIV: beliefs about the role of the teacher and beliefs about the cultural diversity of the student population. DA - 2013/03/01/ PY - 2013 DO - 10.1007/978-1-4614-5149-5_12 DP - ResearchGate VL - 8 SP - 249 EP - 271 J2 - Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers SN - 978-1-4614-5148-8 L1 - https://www.researchgate.net/profile/Mareike-Kunter-2/publication/283996415_Mathematics_Teachers'_Beliefs/links/59d4ae744585150177fc78ef/Mathematics-Teachers-Beliefs.pdf ER - TY - JOUR TI - Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level AU - Wolters, Christopher A. AU - Daugherty, Stacy G. T2 - Journal of Educational Psychology AB - Goal structures reflect the motivational beliefs promoted by the prevailing instructional policies and procedures within an academic setting. Teachers' sense of efficacy refers to individuals' judgments or beliefs regarding their ability to accomplish critical instructional tasks. The relation between these constructs and differences on the basis of teaching experience and academic level were investigated. Teachers (N = 1,024) completed a self-report instrument via the Internet. Results indicated that teachers' sense of efficacy could be used to explain the classroom mastery goal structure they reported. Also, some aspects of teachers' sense of efficacy were greater for those with more teaching experience, whereas differences in goal structures were associated with academic level. Findings are discussed with regard to their implications for both theory and teacher training. (PsycINFO Database Record (c) 2016 APA, all rights reserved) DA - 2007/// PY - 2007 DO - 10.1037/0022-0663.99.1.181 DP - APA PsycNet VL - 99 IS - 1 SP - 181 EP - 193 SN - 1939-2176 ST - Goal structures and teachers' sense of efficacy L1 - files/199/Wolters and Daugherty - 2007 - Goal structures and teachers' sense of efficacy Their relation and association to teaching experien.pdf L2 - files/198/2007-01726-014.html KW - Goals KW - Motivation KW - Self-Efficacy KW - Teacher Attitudes KW - Teachers ER - TY - JOUR TI - Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on AU - Wyatt, Mark T2 - International Journal of Research & Method in Education AB - Various commentators have argued for years that the study of teachers' self-efficacy (TSE) beliefs, largely dominated by quantitative research methodologies, has been confused. Contentious issues include the very conceptualization of these beliefs, how they are defined and accessed through research and how the research is used. One of the biggest anomalies is that, despite claiming that these beliefs are task-specific, many quantitative researchers have both assessed them globally and portrayed them as hard to impact. In contrast, some qualitative researchers have emphasized the task-specific nature of these beliefs and their potential for transformation through self-doubt, reflection and learning. This literature review examines these and other contentious issues, focusing on studies published in international peer-reviewed journals in the last few years, looking, through the use of search terms and the surveying of abstracts followed by detailed reading, for evidence of developing understandings and changing research practices. This review highlights continuing misalignment between theory and method in much of the literature, but also identifies promising research directions. Mixed methods and qualitative research designs seem to have the potential to produce insightful findings that can make the study of TSE beliefs of greater use to teacher educators than has previously been the case. DA - 2014/04/03/ PY - 2014 DO - 10.1080/1743727X.2012.742050 DP - Taylor and Francis+NEJM VL - 37 IS - 2 SP - 166 EP - 189 SN - 1743-727X ST - Towards a re-conceptualization of teachers' self-efficacy beliefs UR - https://doi.org/10.1080/1743727X.2012.742050 Y2 - 2024/11/04/13:28:30 L1 - files/201/Wyatt - 2014 - Towards a re-conceptualization of teachers' self-efficacy beliefs tackling enduring problems with t.pdf KW - qualitative and mixed methods research designs KW - quantitative KW - teacher education KW - teachers' self-efficacy beliefs ER - TY - ELEC TI - Teachers’ Beliefs about Mathematics, Learning, Teaching, Students, and Teachers: Perspectives from Chinese High School In-Service Mathematics Teachers | International Journal of Science and Mathematics Education UR - https://link.springer.com/article/10.1007/s10763-020-10074-w Y2 - 2024/11/04/13:29:11 L2 - files/203/s10763-020-10074-w.html ER - TY - ELEC TI - Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China | ZDM – Mathematics Education UR - https://link.springer.com/article/10.1007/s11858-020-01145-x Y2 - 2024/11/04/13:30:17 L2 - files/205/s11858-020-01145-x.html ER - TY - CHAP TI - Teacher Beliefs, Mathematics AU - Berk, Dawn AU - Cai, Jinfa T2 - Encyclopedia of Teacher Education A2 - Peters, Michael A. CY - Singapore DA - 2019/// PY - 2019 DP - Springer Link SP - 1 EP - 6 LA - en PB - Springer SN - 9789811311796 UR - https://doi.org/10.1007/978-981-13-1179-6_236-1 Y2 - 2024/11/04/13:39:24 ER - TY - BOOK TI - Structural Equation Modeling AU - Bowen, Natasha K. AU - Guo, Shenyang AB - Structural Equation Modeling (SEM) has long been used in social work research, but the writing on the topic is typically fragmented and highly technical. This pocket guide fills a major gap in the literature by providing social work researchers and doctoral students with an accessible synthesis. The authors demonstrate two SEM programs with distinct user interfaces and capabilities (Amos and Mplus) with enough specificity that readers can conduct their own analyses without consulting additional resources. Examples from social work literature highlight best practices for the specification, estimation, interpretation, and modification of structural equation models. Unlike most sources on SEM, this book provides clear guidelines on how to evaluate SEM output and how to proceed when model fit is not acceptable. Oftentimes, confirmatory factor analysis and general structure modeling are the most flexible, powerful, and appropriate choices for social work data. Richly illustrated with figures, equations, matrices, and tables, this pocket guide empowers social workers with a set of defensible analysis strategies that allows for competent, confident use of SEM. DA - 2011/09/23/ PY - 2011 DP - Google Books SP - 224 LA - en PB - Oxford University Press SN - 978-0-19-971010-2 L2 - https://books.google.ee/books?id=VN9oAgAAQBAJ KW - Social Science / Social Work ER - TY - CHAP TI - Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? AU - Fives, Helenrose AU - Buehl, Michelle M. T2 - APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors T3 - APA handbooks in psychology® AB - The research on teachers' beliefs, to our knowledge, spans more than 57 years and runs the gamut of research methodologies, theoretical perspectives, and identification of specific beliefs about any number of topics. In this chapter, we consolidate the topics of beliefs that have been addressed, reveal how teachers' beliefs are defined, and synthesize trends in empirical findings across research paradigms. We focus on empirical investigations of teachers' beliefs and seminal reviews. Previous reviews or commentaries on the field of teachers' beliefs have carved the field into manageable chunks to make meaning. For instance, Thompson focused on quantitative studies of teachers' beliefs related to mathematics, whereas Kagan reviewed longitudinal studies of preservice and novice teachers. In contrast, our perspective is broad and spans multiple disciplinary perspectives. On the basis of this analysis, we identified a pervasive concern related to a lack of agreement regarding the nature of teachers' beliefs. We also found that most studies either related teachers' beliefs to their practice or examined changes in teachers' beliefs, typically as the result of an intervention. In this chapter, we include a discussion of what teacher beliefs are in which we address findings related to the topic of teachers' beliefs as well as a consideration of how this construct is defined and characterized. We then discuss the research that relates teachers' beliefs to practice and studies of belief change. We offer recommendations for researchers, teacher educators, school leaders, and teachers. We conclude with open questions about the field. (PsycInfo Database Record (c) 2024 APA, all rights reserved) CY - Washington, DC, US DA - 2012/// PY - 2012 DP - APA PsycNet SP - 471 EP - 499 PB - American Psychological Association SN - 978-1-4338-0998-9 ST - Spring cleaning for the “messy” construct of teachers’ beliefs L2 - files/210/2011-11778-019.html KW - Attitude Change KW - Educational Administration KW - Leadership KW - School Administrators KW - Teacher Attitudes KW - Teachers ER -