Teachers’ self-efficacy in teaching mathematics: tracing possible changes from teacher education to professional practice

ABSTRACT

This article reports on a cross-sectional study tracing possible changes in primary teachers’ self-efficacy in teaching mathematics across various points in their professional careers, involving both novice and experienced pre-service teachers (PSTs) and in-service teachers (ISTs). In the relevant literature, self-efficacy appears to be operationalised differently for PSTs and ISTs. Here, we conceptualise it as a unidimensional construct when measuring the future-oriented beliefs teachers hold regarding their own ability to explain mathematics to others, with a focus on understanding the underlying mathematical concepts and procedures. To measure teacher self-efficacy, we used a previously developed and validated 20-item instrument. Participants included novice PSTs (n = 191), experienced PSTs (n = 130), novice ISTs (n = 119) and experienced ISTs (n = 194). Rasch analysis enabled a comparison of the results from the four groups, confirming the theory-based expectation that self-efficacy in teaching mathematics develops with experience. The article concludes with a discussion of the implications of our work, as well as directions for further research. For example, future studies could shed light on the conditions under which the development of self-efficacy can be supported more effectively at different transition points of mathematics teachers’ professional careers.

KEYWORDS:

• teacher self-efficacy
• mathematics education
• cross-sectional design
• Rasch analysis

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. In Norway, compulsory schooling (grunnskole) is for 10 years (ages 6–16). It is divided in primary (barneskole, grades 1–7, ages 6–13) and lower-secondary school (ungdomsskole, grades 8–10, ages 14–16).

2. One needs to either apply for membership or be invited by existing members. In either case, the membership application needs to be approved by the group administrators. The groups consist of teachers on the spectrum from very interested in mathematics teaching mathematics to less interested.

Additional information

Notes on contributors

Annette Hessen Bjerke

Annette Hessen Bjerke is associate professor of mathematics education at Oslo Metropolitan University, Norway. Her research interests focus on mathematics teacher education, with specific emphasis on theory-practice transitions, and teachers’ developing self-efficacy and subject matter knowledge. She is engaged in the introduction of computational thinking in mathematics across grades.

Constantinos Xenofontos

Constantinos Xenofontos is associate professor of mathematics education at Oslo Metropolitan University, Norway. His research interests focus on mathematics teacher education (both initial teacher education and continuous professional development). In his work, he adopts sociocultural and sociopolitical perspectives, to investigate mathematics teachers’ beliefs, knowledge, and practices.