Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/31691
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: The discursive construction of mathematics teacher self-efficacy
Author(s): Xenofontos, Constantinos
Andrews, Paul
Contact Email: constantinos.xenofontos@stir.ac.uk
Keywords: mathematics
mathematics teaching
qualitative approach
teachers’ self-efficacy
Issue Date: Oct-2020
Citation: Xenofontos C & Andrews P (2020) The discursive construction of mathematics teacher self-efficacy. Educational Studies in Mathematics, 105 (2), pp. 261-283. https://doi.org/10.1007/s10649-020-09990-z
Abstract: Previous studies of in-service teachers indicate strong links between teacher self-efficacy and factors such as instructional quality and pupils’ achievement. Yet, much of this research approaches self-efficacy from the perspective of teaching, and not of subject knowledge. Furthermore, the majority of such studies employ quantitative measures of self-efficacy. Drawing on semi-structured interviews with 22 experienced elementary teachers, this paper takes a different approach. The interviews, broadly focused on teachers’ mathematics-related beliefs, brought to the surface four themes around which teachers construct their mathematics teacher self-efficacy. These concern participants’ perspectives on their mathematics-related past experiences, mathematical competence, ability to realise their didactical visions, and resilience in the face of challenging mathematical situations. These themes, which are discussed in relation to existing literature, not only confirm the complexity of self-efficacy but highlight the need for greater attention to its conceptualisation and measurement.
DOI Link: 10.1007/s10649-020-09990-z
Rights: [Xenofontos Andrews - ESM - self-efficacy - accepted version.pdf] This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is a post-peer-review, pre-copyedit version of an article published in Educational Studies in Mathematics. The final authenticated version is available online at: https://doi.org/10.1007/s10649-020-09990-z
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