Measuring pre-service teachers' self-efficacy in tutoring children in primary mathematics: an instrument

This article reports on the use of Rasch modelling to develop and validate an instrument measuring self-efficacy in tutoring children in primary mathematics (SETcPM). In response to the literature on teacher efficacy, the 20-item instrument aims to inform teacher educators, and is designed for novic...

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Bibliographic Details
Published in:Research in mathematics education 2016-01, Vol.18 (1), p.61-79
Main Authors: Bjerke, Annette Hessen, Eriksen, Elisabeta
Format: Article
Language:English
Subjects:
Addition & subtraction
Children
Effectiveness
Efficacy
Elementary School Mathematics
Elementary School Teachers
Foreign Countries
Likert Scales
Mapping
Mathematical analysis
Mathematics
Mathematics Education
Measuring instruments
Modelling
Norway
Novices
pre-service teachers (PSTs)
Preservice Teacher Education
Preservice Teachers
Rasch analysis
Rasch model
Rasch Scaled Scores
Self Efficacy
self-efficacy in teaching mathematics (SETM)
Student teachers
Teacher Competencies
Teacher Educators
Teacher Effectiveness
Teachers
Teaching
Teaching Skills
Test Construction
Test Validity
Tutoring
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Summary:This article reports on the use of Rasch modelling to develop and validate an instrument measuring self-efficacy in tutoring children in primary mathematics (SETcPM). In response to the literature on teacher efficacy, the 20-item instrument aims to inform teacher educators, and is designed for novice pre-service teachers (nPSTs) preparing to teach mathematics in primary school (grades 1-7, ages 6-13). To ensure that the tasks of teaching are imaginable for nPSTs, the instrument targets the core activity of teaching mathematics: helping a generic child with mathematics tasks. We propose that SETcPM is measurable for the intended population and represents a central part of self-efficacy in teaching mathematics (SETM). Understanding the initial SETcPM of novices and mapping its development over the course of their training programme can contribute to a better understanding of SETM, and allow teacher educators to tailor their support.
ISSN:1479-4802
1754-0178
DOI:10.1080/14794802.2016.1141312