Research Article
Mathematics Teaching Efficacy: Differences in Beliefs of Preservice and In-Service Teachers
@INPROCEEDINGS{10.4108/eai.30-7-2021.2313604, author={Hildegardis Mulu and Valeria Suryani Kurnila and Gabariela Purnama Ningsi}, title={Mathematics Teaching Efficacy: Differences in Beliefs of Preservice and In-Service Teachers}, proceedings={First International Conference on Humanities, Education, Language and Culture, ICHELAC 2021, 30-31 August 2021, Flores, Indonesia}, publisher={EAI}, proceedings_a={ICHELAC}, year={2021}, month={11}, keywords={mathematics teaching efficacy; belief preservice teachers; in-service teachers}, doi={10.4108/eai.30-7-2021.2313604} }- Hildegardis Mulu
Valeria Suryani Kurnila
Gabariela Purnama Ningsi
Year: 2021
Mathematics Teaching Efficacy: Differences in Beliefs of Preservice and In-Service Teachers
ICHELAC
EAI
DOI: 10.4108/eai.30-7-2021.2313604
Abstract
This research aimed to obtain a comprehensive picture of the teaching efficacy beliefs of student-teacher candidates (preservice teachers) and mathematics teachers (in-service teachers) and identify the factors that can cause the formation of such beliefs. The participants involved in the study were from two groups. The first group was the math teacher candidates who attended a mathematics teacher education program at a private university; the second group was the same program alumni working as math teachers in secondary schools. This research was mixed-method research that combines quantitative through online questionnaires and qualitative methods through interviews. The instruments used in the study consists of the Mathematics Teaching Efficacy Beliefs Instruments (MTEBI) and interview guidelines. The data were analyzed with descriptive statistics and t-test, whereas the interview data were analyzed with the Miles and Huberman technique. The results showed that the mathematics teaching efficacy beliefs of the preservice and in-service teachers are majorly firm or high in level, with no significant difference between groups. The key factors affecting the formation of such teaching efficacy beliefs are the teacher’s mastery of content knowledge during the teacher preparation program and teaching experience.
