Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools

IF 2.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematics Teacher Education Pub Date : 2024-03-06 DOI:10.1007/s10857-024-09623-9

David A. G. Berg, Naomi Ingram, Mustafa Asil, Jenny Ward, Jeffrey K. Smith

引用次数: 0

Abstract

This study explored teachers’ self-efficacy in teaching mathematics (SETM) as related to their teaching profile and pedagogical practices. Using data from 327 New Zealand primary teachers, a multilevel structural equation model was constructed and analyzed that looked at the relationships among SETM and effective pedagogical practice scales and included characteristics related to the teachers and their schools. No significant gender, year level, or school socioeconomic differences were found with teachers’ SETM. Experienced teachers had significantly higher SETM scores than their inexperienced colleagues. Teachers who were self-efficacious in their mathematics teaching reported pedagogical practices known to be effective in the mathematics classroom in contrast to their low self-efficacy colleagues.

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新西兰小学数学教学的自我效能感和有效教学实践的运用

本研究探讨了教师的数学教学自我效能感（SETM）与他们的教学特点和教学实践之间的关系。利用 327 名新西兰小学教师的数据，构建并分析了多层次结构方程模型，考察了 SETM 与有效教学实践量表之间的关系，并纳入了与教师及其学校相关的特征。结果发现，教师的 SETM 在性别、年级或学校社会经济方面没有明显差异。经验丰富的教师的 SETM 得分明显高于经验不足的教师。在数学教学中自我效能感高的教师与自我效能感低的教师相比，在数学课堂上采取了众所周知的有效教学方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Mathematics Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.40

自引率

9.50%

发文量

期刊介绍： The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed. Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest. Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence. Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc. Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.