Pyper, J. S. (2014). Pre-service mathematics teacher efficacy: Its nature and relationship to teacher concerns and orientation. Alberta Journal of Educational Research, 60(1), 81-97.
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In a mixed method study, teacher efficacy and contributing theoretical constructs of teacher concerns and teacher orientation with Intermediate/Senior mathematics preservice teachers from two Ontario Faculties of Education are examined. Data sources include a web-based questionnaire containing two teacher efficacy scales and short answer questions, and interviews with the preservice teachers. The study identifies a relationship between teacher efficacy (TE) and teacher concerns and orientation, and how high TE relates to combinations of teacher concerns and orientations and low TE relates to particular and individual teacher concerns and orientations. Future research and considerations for preservice mathematics teacher programs are offered.
Cette étude methodologie mixte porte sur l�efficacit� des enseignants et les mod�les th�oriques qui contribuent aux pr�occupations et aux orientations des enseignants. La recherche a impliqu� des stagiaires en math�matiques aux niveaux interm�diaire et s�nior dans deux facult�s d��ducation en Ontario. Les donn�es proviennent d�un questionnaire en ligne comportant deux �chelles qui �valuent l�efficacit� des enseignants ainsi que des questions � r�ponses courtes, et des entrevues aupr�s des stagiaires. L��tude identifie un rapport entre l�efficacit� des enseignants et leurs pr�occupations et orientations, et d�montre dans quelle mesure le niveau d�efficacit� est li� � des pr�occupations et des orientations particuli�res. On propose des �l�ments � prendre en compte et des facteurs de recherche � prendre en consid�ration pour les programmes d�enseignement des math�matiques.
