The Development Process of Classroom Teacher Candidates for Teaching Mathematics: Self-Efficacy, Anxiety and Professional Belief

Year 2021, Volume: 8 Issue: 2, 129 - 146, 01.04.2021

Ayşe Özben , Elif Kilicoglu

https://doi.org/10.17275/per.21.33.8.2

Cited By: 1

Abstract

In this study, the correlation between the perceived self-efficacy, anxiety levels of prospective elementary school teachers in their mathematics education skills and the correlation between these factors and their professional belief levels were aimed to be measured. The sample of the study consists of 250 prospective elementary school teachers who were continuing their education at a state university in Turkey. The study was formed in accordance with the mixed method research. In the study, "Personal Information Form”, "Self-Efficacy Scale for Teaching Mathematics”, "Anxiety Scale for Teaching Mathematics “, “Professional Belief Scale” and interview forms were used as data collection tools. Tests which are parametric or non-parametric in terms of their normality distributions in quantitative data analysis were used as statistical packages for social sciences. The analysis of qualitative data was made according to content analysis method. It was determined that the prospective teachers' anxiety level about mathematics teaching was below average and the other variables were in average value. In addition, while there is a positive relationship between self-efficacy perception and professional belief level of teacher trainees to be consistent “candidate” can be used here too, there is a low-level negative relationship between anxiety level and self-efficacy perception level. On the other hand, it was found out that qualitative data showed that teacher candidates perceived themselves as inadequate due to lack of practical training in the university, this situation caused them anxiety and developed belief that they should develop professionally.

Keywords

self-efficacy, professional belief, anxiety, mathematics education, prospective teachers

Project Number

18.YL.030

References

• Akgun, A., & Aydin, S. (2007). The investigation of anxiety levels of primary school science and mathematics teacher students’ according to some variables. Electronic Journal of Social Sciences, 6(20), 283-299.
• Alnoor, A.G., Yuanxiang, G., & Abudhuim, F.S. (2007). Assessment mathematics teacher's competencies. Retrieved June 15, 2019 from: https://files.eric.ed.gov/fulltext/ED495712.pdf
• Ashton, P. (1985). Motivation and teacher's sense of efficacy. Research on motivation in education, 2, 141-174.
• Aydin Yenihayat, S. (2007). The evaluation of relation between math anxiety of primary school and teacher's attitude (Unpublised master’s thesis). Yeditepe University Institute of Social Science, İstanbul.
• Azar, A. (2012). In-service and pre-service secondary science teachers’ self-efficacy beliefs about science teaching. International Management Journal of Economics and Business Administration, 6(12), 235-252.
• Aziz, A. (1994). Research methods-techniques and communication. Ankara: Turhan Press.
• Baloglu, M. (2001). Defeat the fear of mathematics. Journal of Educational Sciences in Theory and Practice, 1 (1), 59-76.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Rewiew 84, 191-215.
• Bandura, A. (1997). Self efficacy: The exercise of control. Newyork: Freeman.
• Bandura, A. (2010). Self‐efficacy. The Corsini encyclopedia of psychology, 1-3.
• Baspinar, K., & Peker, M. (2016). The Relationship between pre-service primary school teachers' mathematics teaching anxiety and their beliefs about teaching and learning mathematics, Journal of Theoretical Educational Science, 9(1), 1-14.
• Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and pre-service elementary teachers' confidence to teach mathematics and science, School Science and Mathematics, 106(4), 173-180.
• Buyukozturk, S. (1997). Anxiety scale for research improving, Educational Administration in Theory and Practice, 12(12), 453-464.
• Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S., & Demirel, F. (2016). Bilimsel arastırma yontemleri. Ankara: Pegem Academy.
• Cakiroglu, E. (2000). Preservice elementary teachers’ sense of efficacy in reform-oriented mathematics. (Unpublised doctoral dissertation). Indiana University.
• Chang L.Y. (2003). An Examination of Knowledge Assessment and selfefficacy Ratings in Teacher Preparation Programs in Taiwan and The United States USA (Unpublished Doctoral Thesis). University of Idaho.
• Conrad, K. S., & Tracy, D. M. (1992). Lowering preservice teachers' mathematics anxiety through an experience-based mathematics methods course. Retrieved August 18, 2019 from: https://files.eric.ed.gov/fulltext/ED355099.pdf
• Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
• Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications..
• Delice, A., Ertekin, E., Aydin, E., & Dilmac, B. (2009). An investigation of the relationship between epistemological beliefs and mathematics anxiety of student teachers. International Journal of Human Sciences, 6(1), 361-375.
• Donald, M. G. (2003). Handbook of self and identity. London: Guilford Press.
• Doruk, M., & Kaplan, A. (2013). Examınıng mathematıcs anxıety of prospectıve prımary school and prospectıve prımary mathematıcs teachers. Kastamonu Education Journal, 21(4), 1505-1522.
• Doruk, M., Ozturk, M., & Kaplan, A. (2016). Investigation of the self-efficacy perceptions of middle school students towards mathematics: anxiety and attitude factors. Adıyaman University Journal of Educational Sciences, 6(2), 283-302.
• Ekiz, D. (2009). Scientific research methods: Approaches, methods and techniques. Ankara: Ani Publication.
• Enochs, L., G., Smith, P., L., and Huinker, D. (2000). Establishing Factorial Validity of the Mathematics Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 100(4), 194-202
• Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage Publication.
• Furner, J. M. (1996). Mathematics teachers' beliefs about using the National Council of Teachers of Mathematics Standards and the relationship of these beliefs to students' anxiety toward mathematics (Unpublished doctoral dissertation). University of Alabama, Tuscaloosa. Dayton, OH: Ohio Psychology Press.
• Gibson, S. and Dembo, M., (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
• Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.
• Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627-643.
• Gungor, C. (2019). The relationship between the self-efficacy, professional anxiety levels of prospective teachers (Unpublised master’s thesis). On Dokuz Mayıs University, Samsun.
• Hall, J. M., & Ponton, M. K. (2005). Mathematics self-efficacy of college freshman. Journal of Developmental Education, 28(3), 26-37.
• Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Educational Research Journal, 26(2), 160-189.
• Holt-Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29(2), 325-349..
• Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356.
• Ilgaz, G., Bulbul, T., & Cuhadar, C. (2013). Investıgatıon of the relatıonshıp between preservıce teachers’ educatıonal belıefs and theır perceptıons of self-effıcacy. Journal of Abant İzzet Baysal University Faculty of Education 13(1), 50-65.
• Isiksal, M., & Askar, P. (2003). The scales of perceıved mathematıcs and computer self-effıcacy for elementary students. Hacettepe University Journal of Education, 25(25), 109-118.
• Isiksal, M., & Cakıroglu, E. (2006). Pre-servıce mathematıcs teachers’ effıcacy belıefs toward mathematıcs and mathematıcs teachıng. Hacettepe University Journal of Education 31(31), 74-84.
• Kagan, D., M. (1992). Implication of research on teacher belief. Educational Psychologist, 27(1), 65-90.
• Karasar, N. (2016). Bilimsel arastirma yontemleri (30. ed.). İstanbul: Nobel Academy.
• Kasikci, M. (2015). The effect of drama techniques on prospective elementary mathematics teachers' knowledge of maths history, beliefs and attitudes in the history of mathematics course (Unpublised master’s thesis). Dokuz Eylul University, İzmir.
• Kasyaka, A. (2013). The effect of school and teacher themed movies on pre-service teachers' critical reflection skills and pedagogical beliefs (Unpublised doctoral dissertation). Gazi University, Ankara.
• Kinay, İ. (2015). The investigation of effects of authentic assessment approach on prospecti̇ve teachers' problem-solving skills, beliefs towards learning and participative assessment (Unpublised doctoral dissertation). Gaziantep University, Gaziantep.
• Lazarus, R. S. (1974). Psychological stress and coping in adaptation and illness. The International Journal of Psychiatry in Medicine, 5(4), 321-333.
• Lotter, C., Harwood, W. S., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers' use of inquiry teaching practices. Journal of Research in Science Teaching, 44(9), 1318-1347.
• Miles, M. B., & Huberman, M. (1994). Qualitative Data Analysis: A Sourcebook of New Methods (2nd ed). Beverly Hills, CA: Sage Publications.
• National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: Author.
• Oxford E-Dictionary. Retrieved 13 April, 2019 from: http://oxforddictionaries.com/definition/belief
• Ozgen, B. (2012). A research on teacher and teacher candidate beliefs about teaching, (Unpublised doctoral dissertation). Marmara University, İstanbul.
• Parrot, M.Y. (2001) An analysis of the mathematics teaching efficacy beliefs of pre-service elementary teachers and pre-service secondary teachers (Unpublished Doctoral Thesis). USA: Oklahoma State University.
• Peker, M. (2006). The development of mathematıcs teachıng anxıety scale, Journal of Educational Sciences & Practices, 5(9), 73-92.
• Peker, M. (2009). Pre-servıce mathematics teacher perspectıves about the expanded mıcroteachıng experıences, The Journal of Turkish Educational Sciences, 7(2), 353-376.
• Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. J. Sikula, T. Buttery, & E. Guyton (Eds), Handbook of Research on Teacher Education: A Project of the Association of Teacher Educators (102-119). New York: Macmillan Library Reference.
• Riggs, I. M. & Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument, Science Education, 74(6), 625-637.
• Schunk, D. H. (1996). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231.
• Self S. P. (2004). A study of the relationship between female pupils’ self-efficacy in mathematics and achievement in mathematics. (Unpublished doctoral thesis) USA: Mississippi State University.
• Senemoglu, N. (2003). Learning development and teaching from theory to practice. Ankara: Gazi Publication.
• Snyder, C. R., & Lopez, S. J. (Eds.). (2001). Handbook of positive psychology. Oxford University Press.
• Soodak, L. C., & Podell, D. M. (1993). Teacher efficacy and student problem as factors in special education referral. The Journal of Special Education, 27(1), 66-81.
• Sahinkaya, N. (2008). Comparison of class teachers' and preservice teachers? roles in teaching-learning process and self-efficacy beliefs and teacher preparation programs in Turkey and Finland (Unpublished doctoral thesis), Gazi University, Ankara.
• Senay, S. C. (2014). Investigation of the relation between pre-service mathematics teachers' tendencies of reducing abstraction directed to number theory and their thinking styles and their mathematics self-efficacies (Unpublised doctoral dissertation). Marmara University, İstanbul.
• Tashakkori A., Creswell J., W. (2007). Editorial: the new era of mixed methods. Journal of Mixed Methods Research, 1(1), 3–7.
• Tatar, E., Zengin, Y., & Kagizmanli, T. B. (2016). Examining levels of mathematics teaching anxiety of pre-service teachers Journal of Theoretical Educational Science, 9(1), 38-56.
• Temiz, T. (2012). The relationship between pre-service elementary school teachers self-efficacy perceptions and anxity towards mathematics teaching (Unpublised master’s thesis). Yuzuncu Yıl University, Van.
• Tooke, D. J., & Lindstrom, L. C. (1998). Effectiveness of a mathematics methods course in reducing math anxiety of preservice elementary teachers. School Science and Mathematics, 98(3), 136-139.
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
• Turkish Language Society (2019). Turkish Dictionary. Ankara: Turkish Language Institution Publicatons.
• Ulusoy, A., Gungor, A. A., Akyol, A. K., Subasi, G., Unver, G., & Koc, G. E. (2011). Education psychology. Ankara: Ani Publishing.
• Ural, A. (2015). The effect of mathematics self-efficacy on anxiety of teaching mathematics. Journal of Theoretical Educational Science, 8(2), 173-184.
• Uusimaki, L. & Nason, R. (2004). Causes underlying pre-service teachers’ negative beliefs and anxieties about mathematics. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 4, 369-376.
• Uldas, I. (2005). Development of a mathematics anxiety scale towards teachers and prospective teachers (MAS-T) and an assessment on mathematics anxiety (Unpublised master’s thesis). Marmara University, Istanbul.
• Yenilmez, K., & Kakmaci, O. (2008). The level of self-effıcacy belıefs at students at elementary mathematıcs educatıon department. Eskisehir Osmangazi University Journal of Social Sciences, 9(2), 1-21.
• Yenilmez, K., & Ozbey, N. (2006). Private and public school students a research on math anxiety levels .Journal of Uludag University Faculty of Education, 19(2), 431-448.
• Yilmaz, K., Altinkurt, Y., & Cokluk, O. (2011). Developing the educational belief scale: The validity and reliability study. Educational Sciences: Theory & Practice, 11(1), 343-350.
• Yin, R. K. (2011). Applications of case study research. London: Sage.
• Zeichner, K. M. (1983). Alternative paradigms of teacher education. Journal of teacher education, 34(3), 3-9.