Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics

ÇAKIROĞLU, Erdinç; IŞIKSAL BOSTAN, MİNE

Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics

Erdinç ÇAKIROĞLU, (Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, Ankara, Türkiye)

Mine IŞIKSAL (Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, Ankara, Türkiye)

Eğitim ve Bilim

3 0

Yıl: 2009 Cilt: 34 Sayı: 151 Sayfa Aralığı: 132 - 139 Metin Dili: İngilizce İndeks Tarihi: 29-07-2022

Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics

Öz:

Bu çalışmanın amacı, öğretmen adaylarının matematiğe yönelik ozyeterlik algıları ve tutumlarının cinsiyet ve üniversite sınıf seviyesine göre anlamlı bir fark oluşturup oluşturmadığını incelemektir. Çalışma, Ankara'nın ilköğretim birinci ve ikinci kademe matematik öğretmeni yetiştiren iki üniversitesinde öğrenim görmekte olan 358 öğretmen adayıyla gerçekleştirilmiştir. Çalışma sonunda, öğretmen adaylarının matematiğe yönelik tutumlarının cinsiyet ve üniversite sınıf seviyesine göre anlamlı bir fark göstermediği bulunmuştur. Diğer yandan ise, öğretmen adaylarının matematiğe yönelik ozyeterlik algılarının cinsiyet ve üniversite sınıf seviyesine göre anlamlı bir fark gösterdiği, erkek öğrencilerin kız öğrencilere oranla anlamlı düzeyde daha yüksek ortalamaya sahip oldukları bulunmuştur. Sınıf seviyesine göre ise bulgular, son sınıf öğrencilerinin en yüksek, ikinci sınıf öğrencilerinin ise en düşük ortalamaya sahip olduklarını göstermiştir.

Anahtar Kelime: mathematics teacher attitudes prospective teachers belief mathematics teachers teacher self-efficacy elementary school teachers gender gap Ankara teacher perceptions

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

Askar, P. (1986). Matematik dersine yönelik tutum ölçen likert tipi ölçeğin geliştirilmesi. Eğitim ve Bilim, 62(11), 31-36.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Bond, T. G., & Fox, C. M. (2001). Applying the Rasch Model: Fundamental Measurement in the Human Sciences. Mahwah, NJ: Lawrence Erlbaum Associates.
Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in ' Mathematics Education, 23,194-222.
Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of Educational Psychology. New York: Macmillan Library Reference USA.
Bulmahn, B. J., & Young, D. M. (1982). On the transmission of mathematics anxiety. Arithmetic Teacher, 38(1), 34- 35.
Goddard, R. D., Hoy, W. K., & Woolfolk-Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.
Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counseling Psychology,. 32(1), 47-56.
Haser, C. (2006). Investigation ofpreservice and inservice teachers' mathematics related beliefs in Turkey and the perceived effect of middle school mathematics education program and the school context on these beliefs. Unpublished doctoral dissertation, Michigan State University.
Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20,261-273.
Hyde, J. S., Fennema, E., Ryan, M., Frost, L. A., & Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect: A meta-analysis. Psychology of Women Quarterly, 14,299-324.
Isiksal, M. (2005). Pre-service teachers' performance in their university coursework and mathematics self-efficacy beliefs: What is the role of gender and year in program? The Mathematics Educator, 15(2), 8-16.
Krows, A. J. (1999). Pre-service teachers' belief systems and attitudes toward mathematics in the context of a progressive elementary teacher preparation program. Unpublished doctoral dissertation, The University of Oklahoma.
Pajares, F., & Miller, D. M. (1994). Role of Self-Efficacy and Self-Concept Beliefs in Mathematics Problem Solving: A Path Analysis. Journal of Educational Psychology, 86(2), 193-203.
Pajares, F., & Miller, D. M. (1995). Mathematics Self-Efficacy and Mathematics Performances: The Need for Specificity of Assessment. Journal of Counseling Psychology, 42(2), 190-198.
Rech, J. (1993). Comparisons of mathematical competencies and attitudes of elementary education majors with established norms of a general college population. School Science and Mathematics, 93(3), 141-144.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Swars, S. L. (2005). Examining perceptions of mathematics teaching effectiveness among elementary preservice teachers with differing levels of mathematics teacher efficacy. Journal of Instructional Psychology, 32(2), 139-147.
Szabo, Z., Bailey, R., & Ward, R. (2005). Efficacy sources for preservice teachers. Academic Exchange Quarterly, 9(4), 166-171.
Umay, A. (2001). The effect of the primary school mathematics teaching program on the mathematics self-efficacy of students, http://www.qafqaz.edu.az/journal/number8.html

APA	ÇAKIROĞLU E, IŞIKSAL BOSTAN M (2009). Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics. , 132 - 139.
Chicago	ÇAKIROĞLU Erdinç,IŞIKSAL BOSTAN MİNE Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics. (2009): 132 - 139.
MLA	ÇAKIROĞLU Erdinç,IŞIKSAL BOSTAN MİNE Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics. , 2009, ss.132 - 139.
AMA	ÇAKIROĞLU E,IŞIKSAL BOSTAN M Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics. . 2009; 132 - 139.
Vancouver	ÇAKIROĞLU E,IŞIKSAL BOSTAN M Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics. . 2009; 132 - 139.
IEEE	ÇAKIROĞLU E,IŞIKSAL BOSTAN M "Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics." , ss.132 - 139, 2009.
ISNAD	ÇAKIROĞLU, Erdinç - IŞIKSAL BOSTAN, MİNE. "Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics". (2009), 132-139.

APA	ÇAKIROĞLU E, IŞIKSAL BOSTAN M (2009). Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics. Eğitim ve Bilim, 34(151), 132 - 139.
Chicago	ÇAKIROĞLU Erdinç,IŞIKSAL BOSTAN MİNE Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics. Eğitim ve Bilim 34, no.151 (2009): 132 - 139.
MLA	ÇAKIROĞLU Erdinç,IŞIKSAL BOSTAN MİNE Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics. Eğitim ve Bilim, vol.34, no.151, 2009, ss.132 - 139.
AMA	ÇAKIROĞLU E,IŞIKSAL BOSTAN M Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics. Eğitim ve Bilim. 2009; 34(151): 132 - 139.
Vancouver	ÇAKIROĞLU E,IŞIKSAL BOSTAN M Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics. Eğitim ve Bilim. 2009; 34(151): 132 - 139.
IEEE	ÇAKIROĞLU E,IŞIKSAL BOSTAN M "Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics." Eğitim ve Bilim, 34, ss.132 - 139, 2009.
ISNAD	ÇAKIROĞLU, Erdinç - IŞIKSAL BOSTAN, MİNE. "Preservice Elementary Teachers' Attitudes and Self-Efficacy Beliefs Toward Mathematics". Eğitim ve Bilim 34/151 (2009), 132-139.