Pre-service Teachers’ Performance in their University Coursework and Mathematical Self-Efficacy Beliefs: What is the Role of Gender and Year in Program PDF
This study investigates the effects of gender and year in program on the performance and mathematical selfefficacy
beliefs of 145 pre-service mathematics teachers in Turkey. One of the main purposes of this study
investigate how duration in a teacher education program influenced the performance and mathematical selfefficacy
beliefs of pre-service teachers. In addition, gender differences between male and female pre-service
mathematics teachers, depending upon year in program, are examined. Results revealed that there were
significant statistical effects of gender and year in program on both pre-service teachers’ performance and selfefficacy
scores. Female pre-service teachers scored significantly higher than males on performance, but
significant difference was detected between female and male pre-service teachers with respect to mathematics
self-efficacy scores. Senior pre-service teachers had the highest scores compared to other students in
program on bother performance and mathematics self-efficacy scores. Although the present study is small,
results tentatively suggest a further investigation of the relationship between performance and self-efficacy
beliefs might be fruitful. Studying how mathematical self-efficacy develops across school years and what
factors facilitate its development could yield valuable implications for the field of mathematic education.
Last modified: 30 July 2012.
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