Browsing by Subject "Middle school"
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Item Open Access Investigating self efficacy beliefs and algebraic knowledge of Turkish middle school mathematics teachers by the interaction of age groups and teaching degrees(Bilkent University, 2017-02) Can, GülhanThe purpose of the current study was to investigate whether there was a statistically significant relationship between Turkish middle school mathematics teachers’ knowledge for teaching algebra, self-efficacy beliefs, age groups, and teaching certification types. Participants of this study were 43 middle school mathematics teachers from 15 randomly selected state schools in a socio-economically low-risk district of Ankara. For the data collection, mathematical knowledge for teaching patterns, functions, and algebra scale and mathematics teaching efficacy beliefs instrument were used. Data were analysed with multivariate analysis of variance approach. The dependent variables were teachers’ patterns, functions, and algebra knowledge and their self-efficacy scores while the independent variables were age groups and certification types (faculty of education certified and alternatively certified). The analysis disclosed that there was no statistically significant difference between two age groups and certification types in mathematical knowledge or self-efficacy beliefs of teachers. Results were discussed with respect to recruitment and placement system in teacher education and quality of professional development programs for in-service teachers.Item Open Access A quantitative investigation of mathematical knowledge for teaching and self-efficacy: middle school mathematics teachers in Turkey(Bilkent University, 2015-05) Çallı, EzgiThe purpose of this study was to investigate the mathematical knowledge for teaching and self-efficacy levels of middle school mathematics teachers in Turkey. The sample consisted of 42 teachers, working at 15 randomly-selected schools in the Çankaya district of Ankara. Data were collected by using the number concepts and operations scale and the mathematics teaching efficacy beliefs instrument. A multivariate analysis of variance was conducted, where the independent variables were age (novice or senior) and certification type (faculty of education or alternatively certified). The analysis revealed that there was 0.84 standard deviations difference between the mean self-efficacy levels of novice and senior teachers. No statistically significant difference was observed between the self-efficacy beliefs and mathematical knowledge of teachers with respect to their types of certification. Results were discussed in terms of subject-specific competencies for teaching, reform-oriented efforts in teacher education and recruitment, and quality of professional development for teachers.