Yamak, M;
Chaaban, Y;
(2022)
Lebanese Pre-service Teachers' Dispositions and Efficacy Beliefs in an Early Years Mathematics Methods Course.
Mathematics Teacher Education and Development
, 24
(2)
pp. 19-32.
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Abstract
With the growing emphasis on early mathematics education, it is imperative to explore the preparedness of early years mathematics pre-service teachers in relation to content knowledge, beliefs, and dispositions. Therefore, this mixed-methods study explored Lebanese pre-service teachers' mathematics dispositions and efficacy beliefs in the context of a mathematics methods course. The sample comprised of 11 pre-service teachers who completed a survey prior to and after completing the methods course. Additionally, they each participated in a semi-structured interview shortly after beginning the course. Results revealed pre-service teachers had the most positive beliefs with regards to how mathematics is learned, the nature and usefulness of mathematics, and personal teaching efficacy. Following the course, statistically significant differences were observed with regards to how mathematics is learned, personal teaching efficacy beliefs, and general teaching efficacy beliefs. Practical implications include the importance of subject-specific mathematics methods courses for teachers of younger children, as well as supporting the development of pre-service teachers' conceptual mathematical understanding prior to entering the profession.
Type: | Article |
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Title: | Lebanese Pre-service Teachers' Dispositions and Efficacy Beliefs in an Early Years Mathematics Methods Course |
Open access status: | An open access version is available from UCL Discovery |
Publisher version: | https://mted.merga.net.au/index.php/mted/article/v... |
Language: | English |
Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
URI: | https://discovery.ucl.ac.uk/id/eprint/10168099 |
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