In a mixed method study, teacher efficacy and contributing theoretical constructs of teacher concerns and teacher orientation with preservice teacher candidates were examined. Intermediate/Senior mathematics preservice teacher candidates from two major Ontario Universities’ Faculties of Education participated in this study. Data sources included a web-based survey containing two teacher efficacy scales and short answer questions, interviews with the preservice teacher candidates, and Intermediate/Senior mathematics course and program information collected from course instructors. Complexity theory provides support for the mixed methods methodology and the integrated and complex nature of teacher efficacy and its contributing factors. The literature on teacher efficacy rarely ventures into the secondary school mathematics preservice teacher level of teacher professional development. The study more clearly identifies teacher efficacy with preservice mathematics teachers and how teacher efficacy relates to teacher concerns and teacher orientation. The findings deepen the understanding of the connections between the constructs of teacher efficacy, teacher concern, and teacher orientation. Following from these findings, changes and considerations for preservice teacher preparation programs in order to more fully prepare secondary school mathematics teachers are described.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/19132 |
| Date | 25 February 2010 |
| Creators | Pyper, Jamie Scott |
| Contributors | McDougall, Douglas Emerson |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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