Mathematics teaching efficacy and developmental trajectories: A mixed-methods investigation of novice K-5 teachers |
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| Institution: | 1. Educational Psychology, Teacher Education and Learning Sciences Department, College of Education, North Carolina State University, Raleigh, NC 27695-7801, United States;2. Mathematics Education, Teacher Education and Learning Sciences Department, College of Education, North Carolina State University, Raleigh, NC 27695-7801, United States;3. Reich College of Education, Appalachian State University, Boone, NC 28608-2047, United States;4. Friday Institute, North Carolina State University, Raleigh, NC 27695-7801, United States;1. Centre for International Education, School of Education, University of Sussex, Brighton BN1 9RG, UK;2. Wumba, Apo, Abuja, Nigeria;3. Federal College of Education, Yola, PMB 2042, Yola, Adamawa State, Nigeria;1. Ghent University, Department of Educational Studies, Henri Dunantlaan 2, 9000, Ghent, Belgium;1. School of Mathematics and Natural Sciences, Gaußstrasse 20, 42119 Wuppertal, Germany;2. School of Education, University of Wuppertal, Gaußstrasse 20, 42119 Wuppertal, Germany;1. Universidad de Castilla-la Mancha, Facultad de Educación de Cuenca Edificio Fray Luis de León, Campus Universitario s/n, C.P. 16071, Cuenca, Spain;2. Universidad Autonoma de Madrid, Departamento de Filología Inglesa, Facultad de Filosofía y Letras, Universidad Autónoma de Madrid, Campus de Cantoblanco, 28049 Madrid, Spain |
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| Abstract: | The current mixed-methods study investigated the development of mathematics efficacy trajectories for novice teachers over the course of their teacher preparation and into their first two years of teaching. Participants (N = 245) were graduates of an elementary STEM-focused program from a major university in the United States. Overall, quantitative results showed that participants’ efficacy trajectory increased during their teacher preparation program and decreased during their first years of teaching. Additionally, efficacy trajectories were identified for particular groups that displayed patterns of either increased or decreased efficacy over time. Qualitative data helped explain when and why changes in teaching efficacy take place. |
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| Keywords: | Novice teachers Efficacy beliefs STEM education |
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