| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 4941684 | Teaching and Teacher Education | 2017 | 8 Pages |
Abstract
Teacher efficacy beliefs is an important characteristic to predict instructional quality and the level of cognitive activation and educational support. Since teacher efficacy beliefs are context and domain specific, this study focuses on how special education pre-service teachers' individual interest and subject knowledge in mathematics predict their efficacy beliefs in teaching mathematics. Data were collected from 57 special education pre-service teachers. The results indicated that the individual interest of pre-service teachers has a strong effect on teacher efficacy beliefs, while subject knowledge has only an indirect effect.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Ulrika Ekstam, Johan Korhonen, Karin Linnanmäki, Pirjo Aunio,