Investigating Mathematics Self-Efficacy Beliefs of Elementary Pre-Service Teachers in a Reform-Based Mathematics Methods Course

For the last thirty years research has unfailingly shown that teacher efficacy has a positive impact on student outcomes, making teacher efficacy an critical element in quality mathematics instruction. The purpose of this study is to examine the impact of a math methods course on the mathematics teaching efficacy beliefs of elementary pre-service teachers. Seventy participants from four classes were students enrolled in ELED 4310 math methods course responded to the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) on first and last week of class. Paired sample t-tests were used to analyze the quantitative data. mixed methods design was implemented to collect and analyze quantitative and qualitative data. Instruments included pre- and post-condition surveys and semi-structured interviews. The four theorized sources of self-efficacy grounded in Bandura\u27s social cognitive theory served as the theoretical framework for this study. Semi-structured interviews were conducted with four pre-service teachers to examine how the theorized four sources of efficacy have influenced their self-efficacy beliefs. Overall, the quantitative data on the PMTE and MTOE subscales of the MTEBI show statistically insignificant changes between the pre-posttest administration. But in some items in both subscales participants reported an appreciable increase in their self-efficacy. The qualitative findings indicated that mastery experiences and vicarious experiences were the most influential sources in increasing the pre-service teachers\u27 mathematics efficacy beliefs, with verbal persuasions and physiological states making an appreciable contribution. Results of this study inform teacher preparation programs on the type of training that provides opportunities to positively impact mathematics teaching efficacy of preservice teachers