This study investigated developmental trajectories of novice elementary teachers’ efficacy beliefs (i.e., personal teaching efficacy and outcome expectancy) and their mathematical knowledge for teaching (MKT). Overall, study findings indicated growth in participants’ personal efficacy beliefs and in various assessments for dimensions of MKT. Additional relationships between participants’ MKT trajectories and their mathematics efficacy beliefs trajectories were found. Findings from our study can help teacher educators, researchers, and school leaders in better understanding how novice teachers develop their MKT and their teaching efficacy beliefs during the teacher education program and in their first years of teaching.
Association of Mathematics Teacher Educators. (2017). Standards for preparing teachers of mathematics. amte.net/standards
2.
BallD. L.ThamesM. H.PhelpsG. (2008). Content knowledge for teaching: What makes it special?Journal of Teacher Education, 59(5), 389–407.
3.
BanduraA. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
4.
BatesA. B.LathamN.KimJ. A. (2011). Linking preservice teachers’ mathematics self-efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111(7), 325–333.
5.
BegleE. G. (1979). Critical variables in mathematics education: Findings from a survey of the empirical literature. National Council of Teachers of Mathematics; Mathematical Association of America.
6.
BellC. A.WilsonS. M.HigginsT.McCoachD. B. (2010). Measuring the effects of professional development on teacher knowledge: The case of developing mathematical ideas. Journal for Research in Mathematics Education, 41(5), 479–512.
7.
BongM.SkaalvikE. M. (2003). Academic self-concept and self-efficacy: How different are they really?Educational Psychology Review, 15(1), 1–40.
8.
BorkoH.WhitcombJ. A. (2008). Teachers, teaching, and teacher education: Comments on the National Mathematics Advisory Panel’s report. Educational Researcher, 37, 565–572.
9.
BussR. R. (2010). Efficacy for teaching elementary science and mathematics compared to other content. School Science and Mathematics, 110, 290–297.
10.
CampbellP. F.NishioM.SmithT. M.ClarkL. M.ConantD. L.RustA. H.ChoiY. (2014). The relationship between teachers’ mathematical content and pedagogical knowledge, teachers’ perceptions, and student achievement. Journal for Research in Mathematics Education, 45(4), 419–459.
11.
CapraraG. V.BarbaranelliC.StecaP.MaloneP. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490.
12.
CarneyM. B.BrendefurJ. L.ThiedeK.HughesG.SuttonJ. (2016). Statewide mathematics professional development: Teacher knowledge, self-efficacy, and beliefs. Educational Policy, 30(4), 539–572.
CharalambousC. Y.PhilippouG. N. (2010). Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. Educational Studies in Mathematics, 75(1), 1–21.
15.
CharalambousC. Y.PhilippouG. N.KyriakidesL. (2008). Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67(2), 125–142.
16.
CheongD. (2010). The effects of practice teaching sessions in second life on the change in pre-service teachers’ teaching efficacy. Computers & Education, 55(2), 868–880.
17.
Copur-GencturkY.LubienskiS. T. (2013). Measuring mathematical knowledge for teaching: A longitudinal study using two measures. Journal of Mathematics Teacher Education, 16(3), 211–236.
18.
CreswellJ. W.ClarkV. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE.
19.
CreswellJ. W.PothC. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). SAGE.
20.
DingM.HeffernanK. (2018). Transferring specialized content knowledge to elementary classrooms: Preservice teachers’ learning to teach the associative property. International Journal of Mathematical Education in Science and Technology, 49(6), 899–921.
21.
EnochsL.SmithP.HuinkerD. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194–202.
22.
HillH. C.BallD. L.BlunkM.GoffneyI. M.RowanB. (2007). Validating the ecological assumption: The relationship of measure scores to classroom teaching and student learning. Measurement: Interdisciplinary Research and Perspectives, 5(2–3), 107–118.
23.
HillH. C.SchillingS. G.BallD. L. (2004). Developing measures of teachers’ mathematics knowledge for teaching. Elementary School Journal, 105(1), 11–30.
24.
KitsantasA.WareH.CheemaJ. (2010). Predicting mathematics achievement from mathematics efficacy: Does analytical method make a difference?International Journal of Psychological and Educational Assessment, 5, 25–44.
25.
MarrongelleK.SztajnP.SmithM. (2013). Scaling up professional development in an era of common state standards. Journal of Teacher Education, 64(3), 202–211.
26.
National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. Department of Education.
27.
National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. National Academies Press.
28.
NewtonK. J.LeonardJ.EvansB. R.EastburnJ. A. (2012). Preservice elementary teachers’ mathematics content knowledge and teacher efficacy. School Science and Mathematics, 112(5), 289–299.
29.
PollyD. (2014). Deepening pre-service teachers’ knowledge of technology, pedagogy, and content (TPACK) in an elementary school mathematics methods course. Journal of Computers in Mathematics and Science Teaching, 33(2), 233–250.
30.
RichardsonG. M.LiangL. L. (2008). The use of inquiry in the development of preservice teacher efficacy in mathematics and science. Journal of Elementary Science Education, 20(1), 1–16.
31.
SaderholmJ.RonauR.BrownT. E.CollinsG. (2010). Validation of the Diagnostic Teacher Assessment of Mathematics and Science (DTAMS) instrument. School Science and Mathematics, 110(4), 180–192.
32.
SchillingS. G. (2007). The role of psychometric modeling in test validation for the MKT measures: An application of multidimensional item response theory. Measurement: Interdisciplinary Research and Perspectives, 5(2–3), 93–106.
33.
SellingS. K.GarciaN.BallD. L. (2016). What does it take to develop assessments of mathematical knowledge for teaching? Unpacking the mathematical work of teaching. The Mathematics Enthusiast, 13(1), 35–51.
34.
ShulmanL. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
35.
SwarsS. L.HartL. C.SmithS. Z.SmithM.TolarT. (2007). A longitudinal study of elementary preservice teachers’ mathematics beliefs and content knowledge. School Science and Mathematics, 107(8), 325–335.
36.
SwarsS. L.DaaneC. J.GiesenJ. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers?School Science and Mathematics, 106(7), 306–315.
37.
ThomsonM. M.DiFrancescaD.CarrierS.LeeC. (2017). Teaching efficacy: Exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States. Teacher Development, 21(1), 1–20.
38.
ThomsonM. M.HugginsE.WilliamsW. (2019). Developmental science efficacy trajectories of novice teachers from a STEM-focused program: A longitudinal mixed-methods investigation. Teaching and Teacher Education, 77, 253–265.
39.
ThomsonM. M.NietfeldJ. (2016). Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States. The Journal of Educational Research, 109(4), 360–374.
40.
ThomsonM. M.PalermoC. (2014). Preservice teachers’ understanding of their professional goal: Case studies from three different typologies. Teaching and Teacher Education, 44, 56–68.
41.
ThomsonM. M.WalkowiakT.WhiteheadA.HugginsE. (2020). Mathematics teaching efficacy and developmental trajectories: A mixed-methods investigation of novice K-5 teachers. Teaching and Teacher Education, 87, 1–14.
42.
UtleyJ.MoseleyC.BryantR. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105(2), 82–87.
43.
YoungsP.QianH. (2013). The influence of university courses and field experiences on Chinese elementary candidates’ mathematical knowledge for teaching. Journal of Teacher Education, 64(3), 244–261.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
