Middle level mathematics teachers' self-efficacy growth through professional development: Differences based on mathematical background

Tara Stevens, Zenaida Aguirre-Munoz, Gary Harris, Raegan Higgins, Xun Liu

Research output: Contribution to journalArticle

8 Scopus citations

Abstract

Profile analyses were used to investigate differences in the selfefficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers' self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such as preparation in their teaching domain.

Original languageEnglish
Article number9
JournalAustralian Journal of Teacher Education
Volume38
Issue number4
DOIs
StatePublished - Apr 2013

Fingerprint Dive into the research topics of 'Middle level mathematics teachers' self-efficacy growth through professional development: Differences based on mathematical background'. Together they form a unique fingerprint.

  • Cite this