The role of contextual factors in understanding mathematics teacher efficacy beliefs

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dc.contributor.authorAustin, Jathan
dc.date.accessioned2015-10-17T18:33:29Z
dc.date.available2015-10-17T18:33:29Z
dc.date.issued2013
dc.description.abstractThe purpose of this article is to argue for a more nuanced view of mathematics teacher efficacy beliefs as a construct. I argue that most researchers studying teacher efficacy assert that teachers should display a strong sense of teacher efficacy, even though the ways teacher efficacy beliefs are often measured are not specific to any content area. This belief apparently is based on the assumption that a strong sense of teacher efficacy results in more effective teaching. Other explanatory variables (e.g., teachers’ content knowledge for teaching and the content to be taught) are important contextual factors affecting teacher efficacy beliefs. I argue that these too often have been neglected in the existing literature. An understanding of the effects of these contextual factors can help reveal why advocating a strong sense of teacher efficacy is too simple a prescription for improving teaching.en_US
dc.description.urihttp://www.msme.us/2013-2-5.pdf
dc.identifierdoi:10.13016/M22H6Q
dc.identifier.citationAustin, J. (2013). The role of contextual factors in understanding mathematics teacher efficacy beliefs. Journal of Mathematical Sciences and Mathematics Education, 8(2)cen_US
dc.identifier.urihttp://hdl.handle.net/11603/1591
dc.language.isoen_USen_US
dc.relation.isAvailableAtSalisbury UniversityEnglish
dc.subjectmathematics educationen_US
dc.subjectteacher efficacyen_US
dc.titleThe role of contextual factors in understanding mathematics teacher efficacy beliefsen_US
dc.typeTexten_US

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