ENHANCING PRESERVICE TEACHERS ’ EFFICACY BELIEFS IN

The present study sheds light on the factors affecting the development of preservice teachers ’ efficacy beliefs in mathematics during fieldwork. Data were collected from interviews with 8 subjects in three consecutive intervals. The analysis of the data revealed that almost all subjects ’ efficacy beliefs were improved during the period of fieldwork, mainly due to change in their mastery experiences in teaching mathematics. However, a number of other factors seemed to interact and form participants ’ beliefs, providing support to the proposed unified model for studying teachers ’ efficacy beliefs. Implications for the development of teachers ’ training programs and for further research are drawn