Date of Award

2021

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

Stephen Kotok

Abstract

The purpose of this study is: (1) To examine the perceptions of preservice teachers in teacher education programs in relationship to self-efficacy with the focus on mathematics, (2) Compare student’s self-efficacy based upon the year in college, (3) Compare student’s self-efficacy based upon their concentration, and (4) Compare student’s self-efficacy based upon the program they are enrolled in. With the Common Core State Standards in Mathematics (CCSSM) being introduced and implemented in 2010, many preservice teachers currently enrolled in college courses would not have been exposed to said standards while students in elementary school. Therefore, with their first introduction to pedagogy and vocabulary for CCSSM likely occurring during their college mathematics methodology classes and through their student teaching experiences, there is a deficiency of foundational knowledge to draw upon. The study participants were students enrolled full-time from the School of Education who will be entering their sophomore, junior or senior year, all concentrations, and in the elementary or adolescent education program. Based upon the results of the Mathematics Teaching Efficacy Beliefs Instrument, the results showed that there were no significant differences based upon the year within the program nor program type. However, participants with concentrations in mathematics scored higher than those with “other” concentrations.

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