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AuthorYamak, Maria
AuthorChaaban, Youmen
Available date2023-05-04T05:14:31Z
Publication Date2022
Publication NameMathematics Teacher Education and Development
ISSN14423901
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85151015408&origin=inward
URIhttps://mted.merga.net.au/index.php/mted/article/view/686
URIhttp://hdl.handle.net/10576/42279
AbstractWith the growing emphasis on early mathematics education, it is imperative to explore the preparedness of early years mathematics pre-service teachers in relation to content knowledge, beliefs, and dispositions. Therefore, this mixed-methods study explored Lebanese pre-service teachers' mathematics dispositions and efficacy beliefs in the context of a mathematics methods course. The sample comprised of 11 pre-service teachers who completed a survey prior to and after completing the methods course. Additionally, they each participated in a semi-structured interview shortly after beginning the course. Results revealed pre-service teachers had the most positive beliefs with regards to how mathematics is learned, the nature and usefulness of mathematics, and personal teaching efficacy. Following the course, statistically significant differences were observed with regards to how mathematics is learned, personal teaching efficacy beliefs, and general teaching efficacy beliefs. Practical implications include the importance of subject-specific mathematics methods courses for teachers of younger children, as well as supporting the development of pre-service teachers' conceptual mathematical understanding prior to entering the profession.
Languageen
PublisherMathematics Education Research Group of Australasia (MERGA).
Subjectearly years mathematics
Lebanon
mathematics teacher education research
teacher beliefs
TitleLebanese Pre-service Teachers' Dispositions and Efficacy Beliefs in an Early Years Mathematics Methods Course
TypeArticle
Pagination19-32
Issue Number2
Volume Number24
dc.accessType Open Access


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