Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

The purpose of this study was to investigate the relationship between prospective teachers’ (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implement...

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Bibliographic Details
Published in:Mathematics education research journal 2017-03, Vol.29 (1), p.45-72
Main Authors: Lee, Carrie W., Walkowiak, Temple A., Nietfeld, John L.
Format: Article
Language:English
Subjects:
Classroom management
Classroom Techniques
Classrooms
Education
Effectiveness
Elementary School Mathematics
Elementary School Teachers
Elementary schools
Management
Mathematical analysis
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Methods Courses
Mixed Methods Research
Original Article
Preservice Teachers
Primary Education
Representations
Self Efficacy
Tasks
Teacher Education
Teacher Surveys
Teachers
Teaching
Teaching Methods
Undergraduate Study
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Summary:The purpose of this study was to investigate the relationship between prospective teachers’ (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers’ instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs’ mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.
ISSN:1033-2170
2211-050X
DOI:10.1007/s13394-016-0185-z