Pre-service Teachers’ Performance in their University Coursework and Mathematical Self-Efficacy Beliefs: What is the Role of Gender and Year in Program

dc.creator	Mine Isiksal
dc.date	2005-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:01Z
dc.date.available	2015-07-20T22:09:01Z
dc.identifier	1062-9017
dc.identifier	https://doaj.org/article/ecb13ff6369944499a073469cdb01492
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12453
dc.description	This study investigates the effects of gender and year in program on the performance and mathematical self-efficacy beliefs of 145 pre-service mathematics teachers in Turkey. One of the main purposes of this study investigate how duration in a teacher education program influenced the performance and mathematical selfefficacy beliefs of pre-service teachers. In addition, gender differences between male and female pre-service mathematics teachers, depending upon year in program, are examined. Results revealed that there were significant statistical effects of gender and year in program on both pre-service teachers’ performance and self-efficacy scores. Female pre-service teachers scored significantly higher than males on performance, butsignificant difference was detected between female and male pre-service teachers with respect to mathematics self-efficacy scores. Senior pre-service teachers had the highest scores compared to other students in program on bother performance and mathematics self-efficacy scores. Although the present study is small, results tentatively suggest a further investigation of the relationship between performance and self-efficacy beliefs might be fruitful. Studying how mathematical self-efficacy develops across school years and what factors facilitate its development could yield valuable implications for the field of mathematic education.
dc.publisher	University of Georgia
dc.relation	http://math.coe.uga.edu/TME/Issues/v15n2/v15n2_Isiksal.pdf
dc.relation	https://doaj.org/toc/1062-9017
dc.source	Mathematics Educator, Vol 15, Iss 2, Pp 8-16 (2005)
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Science
dc.subject	Q
dc.subject	Mathematics
dc.subject	QA1-939
dc.title	Pre-service Teachers’ Performance in their University Coursework and Mathematical Self-Efficacy Beliefs: What is the Role of Gender and Year in Program
dc.type	article