Mathematics teaching efficacy and developmental trajectories: A mixed-methods investigation of novice K-5 teachers

The current mixed-methods study investigated the development of mathematics efficacy trajectories for novice teachers over the course of their teacher preparation and into their first two years of teaching. Participants (N = 245) were graduates of an elementary STEM-focused program from a major univ...

Full description

Saved in:
Bibliographic Details
Published inTeaching and teacher education Vol. 87; p. 102953
Main Authors Thomson, Margareta M., Walkowiak, Temple A., Whitehead, Ashley N., Huggins, Erin
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 01.01.2020
Subjects
Efficacy beliefs
Novice teachers
STEM education
Novice teachers
Efficacy beliefs
STEM education
Online AccessGet full text

Cover

More Information
Summary:The current mixed-methods study investigated the development of mathematics efficacy trajectories for novice teachers over the course of their teacher preparation and into their first two years of teaching. Participants (N = 245) were graduates of an elementary STEM-focused program from a major university in the United States. Overall, quantitative results showed that participants’ efficacy trajectory increased during their teacher preparation program and decreased during their first years of teaching. Additionally, efficacy trajectories were identified for particular groups that displayed patterns of either increased or decreased efficacy over time. Qualitative data helped explain when and why changes in teaching efficacy take place. •We examined longitudinally the developmental mathematics efficacy trajectories of novice teachers.•Efficacy trajectory increased during teacher preparation, but slowly decreased afterwards.•Identified dichotomous profiles helped explain changes in efficacy trajectories.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2019.102953