Sınıf öğretmenlerinin matematik zihniyeti ile matematik öğretimi yeterlik inançları arasındaki ilişkinin incelenmesi

Year 2024, , 67 - 83, 31.05.2024

Orhan Can Candan , Sibel Kaya

https://doi.org/10.33400/kuje.1317787

Abstract

Eğitim alanındaki çalışmalar güncel gelişmelere bağlı olarak degişip şekillenmektedir. Dweck (1999) tarafından geliştirilen zihniyet (mindset) teorisi yakın zamanda uluslararası alanyazında popüler hale gelmiştir. Zihniyet teorisine göre zekanın çalışarak gelişebileceğine inanmak gelişen zihniyet (growth mindset), zekanın asla değişmeyeceğine inanmak sabit zihniyet (fixed mindset) olarak adlandırılır. Zihniyet kavramı ile ilgili ulusal alanyazında yapılan çalışmaların sayıca az olduğu görülmüştür. Alanyazına katkı sağlamak amacıyla, bu çalışmada sınıf öğretmenlerinin matematik zihniyeti ile matematik öğretimi yeterlik inançları arasındaki ilişki incelenmiştir. Ayrıca, bu değişkenlerin cinsiyet, eğitim durumu, çalışılan kurum, mesleki kıdem olmak üzere demografik özelliklere göre farklılaşıp farklılaşmadığı incelenmiştir. Çalışmada nicel yöntemlerden ilişkisel tarama modeli kullanılmıştır. Örneklemini 507 katılımcının oluşturduğu çalışmada Matematik Zihniyet Ölçeği (Cury vd., 2006; Dweck, 2000) ile Matematik Öğretimi Yeterlik İnancı Ölçeği (Enochs vd., 2000) sınıf öğretmenlerine çevrimiçi platformda uygulanmıştır. Sınıf öğretmenlerine ait zihniyet ve yeterlik inancı puanları arasındaki muhtemel ilişkiyi belirlemek amacıyla Pearson korelasyon analizi yapılmıştır. Zihniyet ve yeterlik inancının demografik özelliklere göre farklılaşıp farklılaşmadığını belirlemek amacıyla bağımsız gruplar t-testi ile tek yönlü varyans analizi (ANOVA) yapılmıştır. Elde edilen bulgular, gelişen zihniyet puanları ile yeterlik inancı puanları arasında doğru, sabit zihniyet puanları ile yeterlik inancı puanları arasında ters bir orantının olduğunu göstermiştir. Erkek sınıf öğretmenleri ile devlet okulunda görev yapan sınıf öğretmenlerinin sabit zihniyet puanları anlamlı biçimde yüksektir. 1-10 yıl arası mesleki kıdeme sahip sınıf öğretmenlerinin öz-yeterlik puanları diğer gruplara göre anlamlı biçimde daha düşük çıkarken 20 yıldan fazla kıdemi bulunan sınıf öğretmenlerinin sonuç beklentisi puanları diğer gruplara göre anlamlı biçimde yüksektir. Öte yandan lisansüstü eğitime sahip sınıf öğretmenlerinin öz-yeterlik puanları anlamlı biçimde yüksek çıkmıştır. Öğretmenlere gelişen zihniyet konusunda gerekli bilgilendirilmelerin yapılması ve sınıftaki uygulamalarda gelişen zihniyeti destekleyici ortamların oluşturulması önerilmektedir.

Keywords

Gelişen zihniyet, sabit zihniyet, matematik öğretimi yeterlik inancı, sınıf öğretmenleri

Examining the relationship between primary school teachers’ mathematics mindset and mathematics teaching efficacy beliefs

Abstract

Educational studies evolve based on current developments. Mindset theory developed by Dweck (1999) has recently become popular in the international literature. According to the mindset theory, the belief that intelligence can improve over time indicates a growth mindset whereas, the belief that intelligence cannot change indicates a fixed mindset. The amount of mindset research conducted in Turkish contexts is limited. To contribute to closing this gap, the current study aims to examine the relationship between the mathematic mindset of primary school teachers and their mathematical teaching efficacy beliefs. Furthermore, this study examined the differentiation in the mindsets and mathematics teaching efficacy of the participants, depending on their demographic characteristics. For these purposes, a comparative and correlational method was used in the study. The Mathematics Mindset Scale (Cury et al., 2006; Dweck, 2000) and the Mathematics Teaching Efficacy Belief Scale (Enochs et al., 2000) were administered to 507 primary school teachers in an online platform. Pearson correlation analysis was conducted to examine the relationship between primary school teachers' mathematics mindset and mathematics teaching efficacy beliefs. Independent samples t-test and one-way ANOVA were used to examine whether the teachers' mathematics mindset and mathematics teaching efficacy beliefs differ based on their demographics. Findings showed that as growth mindset scores increased, mathematics teaching efficacy scores also increased; and efficacy scores decreased as fixed mindset scores increased. The fixed mindset scores of teachers who work in public schools and male teachers were significantly higher than their counterparts. Self-efficacy scores of teachers who work in urban schools and who have postgraduate degrees were significantly higher than the other groups. Teachers with 1-10 years of experience had significantly lower self-efficacy scores than the other two groups. In terms of the outcome expectancy scores, teachers with more than 20 years of experience received significantly higher than the other two groups. Finally, mathematics teaching self-efficacy scores were significantly higher for teachers with postgraduate education. It is recommended that teachers’ awareness of growth mindset needs to be increased and classroom environments and practices that foster growth mindset in children need to be promoted.

Keywords

Growth mindset, fixed mindset, mathematics teaching efficacy, primary school teachers

References

• Altunel, İ. (2019). An investigation into the relationship between mindset and foreign language anxiety. Master’s thesis, Hacettepe University Institute of Education Sciences.
• Ames, C. (1992). Achievement goals and the classroom motivational climate. Student Perceptions in the Classroom, 1, 327-348.
• Ames, C. & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
• Bandura, A. (1995). Self-efficacy in changing societies. Cambridge University Press.
• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman
• Beyaztaş, D. İ., & Hymer, B. (2018). An analysis of Turkish students’ perception of intelligence from primary school to university. Gifted Education International, 34(1), 19-35. https://doi.org/10.1177/0261429416649041
• Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2x2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666–679. https://doi.org/10.1037/0022-3514.90.4.666
• Delibalta, M. A. (2020). The relationship between mindset and causal attribution in the EFL context. Master's thesis, Çağ University Institute of Social Sciences.
• Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751-766. https://doi.org/10.1016/j.tate.2007.02.010
• Dweck, C. (1999). Self-Theories: Their role in motivation, personality and development. Taylor and Francis/ Psychology Press.
• Dweck, C. (2006). Mindset: The new psychology of success. Random House.
• Dweck, C. (2006). Aklını en doğru şekilde kullan (Çev.: U. Kaya). Yakamoz Yayıncılık.
• Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education Week, 35(5), 20-24.
• Dweck, C. (2017). Mindset: The New Psychology of Success (Rev. ed.). Robinson.
• Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories: Elaboration and extension of the model. Psychological Inquiry, 6(4), 322-333. https://doi.org/10.1207/s15327965pli0604_12
• Dweck, C. S., Hong, Y. Y., & Chiu, C. Y. (1993). Implicit theories individual differences in the likelihood and meaning of dispositional inference. Personality and Social Psychology Bulletin, 19(5), 644-656. https://doi.org/10.1177/0146167293195015
• Dweck, C., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481-496. https://doi.org/10.1177/1745691618804166
• Efe, E., Bek, Y., & Şahin, M. (2000). İstatistik yöntemler II. Kahramanmaraş Sütçü İmam Üniversitesi Rektörlüğü.
• Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194-202. https://doi.org/10.1111/j.1949-8594.2000.tb17256.x
• George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.
• Gero, G. P. (2013). What drives teachers to improve? The role of teacher mindset in professional learning. Doctoral dissertation, The Claremont Graduate University.
• Gutshall, C. A. (2013). Teachers’ mindsets for students with and without disabilities. Psychology in the Schools, 50(10), 1073-1083. https://doi.org/10.1002/pits.21725
• Gürbüz, S. & Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri. Seçkin Yayıncılık.
• Glos, K. S. (2018). Exploring the relationship between teacher self-efficacy and mindset in high school teachers. Doctoral dissertation, Dallas Baptist University.
• Hong, Y. Y., Chiu, C. Y., & Dweck, C. S. (1995). Implicit theories of intelligence: Reconsidering the role of confidence in achievement motivation. Efficacy, Agency, and Self-esteem, 197-216.
• Hong, Y. Y., Chiu, C.Y., Dweck, C. S., Lin, D. M.-S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3), 588-599. https://doi.org/10.1037/0022-3514.77.3.588
• Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. The Elementary School Journal, 93(4), 355-372. https://doi.org/10.1086/461729
• Huang, X., Cribbs, J., & Piatek-Jimenez, K. (2016). Understanding undergraduates' math-related perceptions. In Proceedings of the 2016 annual conference of Psychology of Mathematics Education Conference. Tucson, US.
• Karacaoğlu, Ö. (2008). Avrupa Birliği uyum sürecinde öğretmen yeterlikleri. Doktora tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü.
• Kılıç, S. (2013). Örnekleme yöntemleri. Journal of Mood Disorders, 3(1), 44-46. https://doi.org/10.5455/jmood.20130325011730
• Köklü, N., Büyüköztürk, Ş., & Çokluk, Ö. (2007). Sosyal bilimler için istatistik. Pegem Yayınları.
• Kurbanoğlu, S. S. (2004). Öz-yeterlik inancı ve bilgi profesyonelleri için önemi. Bilgi Dünyası, 5(2), 137-152. https://doi.org/10.15612/BD.2004.484
• Lee, K. (1996). A study of teacher responses based on their conceptions of intelligence. The Journal of Classroom Interaction, 1-12.
• Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European Journal of Psychology of Education, 22, 529-545. https://doi.org/10.1007/BF03173470
• Lou, N. M., & Noels, K. (2019). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System, 86, 102–126. https://doi.org/10.1016/j.system.2019.102126
• Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33. https://doi.org/10.1037//0022-3514.75.1.33
• Nalipay, M. J. N., King, R. B., Mordeno, I. G., & Wang, H. (2022). Are good teachers born or made? Teachers who hold a growth mindset about their teaching ability have better well-being. Educational Psychology, 42(1), 23-41. https://doi.org/10.1080/01443410.2021.2001791
• Nussbaum, A. D., & Dweck, C. S. (2008). Defensiveness versus remediation: Self-theories and modes of self-esteem maintenance. Personality and Social Psychology Bulletin, 34(5), 599-612. https://doi.org/10.1177/0146167207312960
• Orhan, S., & Aydın, A. (2021). Gelişim öz-teorisine göre tasarlanan etkinliklerin 7. sınıf öğrencilerinin hücre ve bölünmeler ünitesini öğrenmelerine ve motivasyonlarına etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 29-67. https://doi.org/10.17679/inuefd.750513
• Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2019). In search of a growth mindset pedagogy: A case study of one teacher's classroom practices in a Finnish elementary school. Teaching and Teacher Education, 77, 204-213. https://doi.org/10.1016/j.tate.2018.10.002
• Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65. https://doi.org/10.2307/1495395
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. http://dx.doi.org/10.1006/ceps.1999.1020
• Sevim, F. Ö. M., & Akın, U. (2021). Öğretmenlerin mesleki gelişimlerinde lisansüstü eğitimin rolü: Mezun olmak yeterli mi? Eğitim ve Bilim, 46(207), 483-510. http://dx.doi.org/10.15390/EB.2021.9593
• Showalter, B. S. (2005). The effect of middle school teachers’ mathematics teaching self-efficacy beliefs on their students’ attitudes towards mathematics. Doctoral dissertation, Oklahoma State University.
• Shunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 15-31). Academic Press. https://doi.org/10.1016/B978-012750053-9/50003-6
• Stec, G. (2015). Encouraging mastery in the classroom: The effect of goal orientation on academic performance. Master’s thesis, Goucher College.
• Şahinkaya, N. (2008). Türkiye–Finlandiya Sınıf Öğretmenliği Matematik Öğretimi Programları, Sınıf Öğretmeni Adayları ile Öğretmenlerin Öz-Yetkinlik ve Öğrenme–Öğretme Süreçleri Açısından Karşılaştırılması. Doktora tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
• Trouilloud, D., Sarrazin, P., Bressoux, P., & Bois, J. (2006). Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. Journal of Educational Psychology, 98(1), 75-86. https://doi.org/10.1037/0022-0663.98.1.75
• Yılmaz, A. (2020). An investigation into the relationship between english preparatory teachers’ mindsets and their self efficacy beliefs. Master’s thesis, İstabul Sabahattin Zaim University Institute of Educational Sciences.
• Yılmaz, A. (2020). The relationship between in-service teachers’ mindset types and their efficacy beliefs in instructional strategies. İZÜ Eğitim Dergisi, 2(4), 191-203. https://doi.org/10.46423/izujed.752446
• Zeng, G., Hou, H., & Peng, K. (2016). Effect of growth mindset on schoolengagement and psychological well-being of Chinese primary and mid-dle school students: The mediating role of resilience. Frontiers in Psychology, 7,1873. https://doi.org/10.3389/fpsyg.2016.01873
• Wahidah, F. R., Setyadi, E. J., & Grafiyana, G. A. (2021). Effectiveness of growth mindset training for high school students. Psycho Idea, 19(1), 103-114.
• Watanabe, M. (2006). Some people think this school is tracked and some people don't: Using inquiry groups to unpack teachers' perspectives on detracking. Theory Into Practice, 45(1), 24-31. https://doi.org/10.1207/s15430421tip4501_4
• Willingham, J. C., Barlow, A. T., Stephens, D. C., Lischka, A. E., & Hartland, K. S. (2021). Mindset regarding mathematical ability in K‐12 teachers. School Science and Mathematics, 121(4), 234-246. https://doi.org/10.1111/ssm.12466