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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/31691
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dc.contributor.authorXenofontos, Constantinosen_UK
dc.contributor.authorAndrews, Paulen_UK
dc.date.accessioned2020-09-19T00:08:38Z-
dc.date.available2020-09-19T00:08:38Z-
dc.date.issued2020-10en_UK
dc.identifier.urihttp://hdl.handle.net/1893/31691-
dc.description.abstractPrevious 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.en_UK
dc.language.isoenen_UK
dc.publisherBMCen_UK
dc.relationXenofontos 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-zen_UK
dc.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-zen_UK
dc.rights[Xenofontos-Andrews2020_Article_TheDiscursiveConstructionOfMat.pdf] The publisher does not allow this work to be made publicly available in this Repository. 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.en_UK
dc.subjectmathematicsen_UK
dc.subjectmathematics teachingen_UK
dc.subjectqualitative approachen_UK
dc.subjectteachers’ self-efficacyen_UK
dc.titleThe discursive construction of mathematics teacher self-efficacyen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[Xenofontos-Andrews2020_Article_TheDiscursiveConstructionOfMat.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.rights.embargoreason[Xenofontos Andrews - ESM - self-efficacy - accepted version.pdf] Until this work is published there will be an embargo on the full text of this work. Publisher requires embargo of 12 months after formal publication.en_UK
dc.identifier.doi10.1007/s10649-020-09990-zen_UK
dc.citation.jtitleEducational Studies in Mathematicsen_UK
dc.citation.issn1573-0816en_UK
dc.citation.issn0013-1954en_UK
dc.citation.volume105en_UK
dc.citation.issue2en_UK
dc.citation.spage261en_UK
dc.citation.epage283en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailconstantinos.xenofontos@stir.ac.uken_UK
dc.citation.date13/10/2020en_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationStockholm Universityen_UK
dc.identifier.isiWOS:000577544900001en_UK
dc.identifier.scopusid2-s2.0-85092525911en_UK
dc.identifier.wtid1663075en_UK
dc.contributor.orcid0000-0003-2841-892Xen_UK
dc.date.accepted2020-09-15en_UK
dcterms.dateAccepted2020-09-15en_UK
dc.date.filedepositdate2020-09-18en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorXenofontos, Constantinos|0000-0003-2841-892Xen_UK
local.rioxx.authorAndrews, Paul|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2021-10-14en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2021-10-13en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2021-10-14|en_UK
local.rioxx.filenameXenofontos Andrews - ESM - self-efficacy - accepted version.pdfen_UK
local.rioxx.filecount2en_UK
local.rioxx.source1573-0816en_UK
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