Tracing the development of preservice teachers' efficacybeliefs in teaching mathematics during fieldwork

摘要

This paper focuses on efficacy beliefs with respect to teaching mathematics; itaims at testing and validating an existing scale for measuring efficacy beliefs in the domainof mathematics, examining the development of preservice teachers' efficacy beliefs inmathematics during fieldwork, and identifying factors that contribute to the development ofthese beliefs. Exploratory factor analysis applied to longitudinal data collected through aquestionnaire administered to almost 90 preservice teachers elicited a two-factor model,reflecting efficacy beliefs in mathematics instruction and classroom management. Usingcluster analysis, we found four patterns in the development of preservice teachers' efficacybeliefs regarding these two factors. Our analysis of semi-structured interviews with eightparticipants representing these four patterns suggested that preservice teachers' efficacybeliefs were mainly informed by experimentation with teaching and interaction with mentors,tutors, peers, and pupils. Based on our findings, we draw implications for mathematicspreservice teacher education and provide suggestions for future research.