The 14th International Congress on Mathematical Education

Shanghai, 12th ‒19th July, 2020

MATHEMATICS STUDENT TEACHERS’ SELF-EFFICACY BELIEFS ON TEACHING

Kanita Pamuta1, Narumon Changsri1,2, Maitree Inprasitha1,2
1
Mathematics Education Program, Faculty of Education, KKU
2
Center for Research in Mathematics Education, KKU

This study aimed to explore student teachers’ self-efficacy beliefs in teaching. The target group
included 25 people. They were on one-year training and teaching practices. Data were collected by
using questionnaire, interview student teachers and their mentors. Data were analyzed by mean (𝑋̅),
standard deviation (SD) and protocol analysis. The finding revealed that the pre-beliefs about
teaching mathematic was talking and describing to their learners. In contrast, after they had studied
in this curriculum, they found teaching mathematics was participating in mathematical activity. These
affect the teaching self-efficacy beliefs. 1) Self-efficacy beliefs about personal mathematics teaching,
they believe that they can patiently wait for the students' answers on students’ mathematical problems
(𝑋̅ =3.85, SD=0.71). 2) Self-efficacy beliefs about mathematics teaching outcome expectancy, the
belief on student’s learning evaluation score had improved when teachers had discovered more
effective teaching methods (𝑋̅=3.77, SD= 0.57).

INTRODUCTION
Curriculum and instruction in the 21st century, teachers should focus on learning management
by allowing students to apply their knowledge and skills in a variety of subject. Provide learning and
teaching that emphasizes analytical thinking, advance thinking and problem-based approaches
(Delors, 1998). Moreover, Nohada (2000) noted that mathematics teacher should emphasize on
problem solving, which students might discover the better way of thinking through discussions about
various solutions for each problem. The innovation of the lesson study is one of the approaches.
Japanese teachers have been applying the LS to their professional teaching development for ages, and
it is now widespreading in several countries, especially in the United States. It has been known that
the method can help teachers to develop themselves and their students simultaneously (Inprasitha &
Loyphar, 2007). According to Inprasitha (2010) stated that a problem solving in mathematics
classroom, which open approach was used as an teaching instrument, students were required to adapt
what they had learned for solving problem in situations. Thus, the lesson study and the open approach
can develop teachers and whole classroom. It also develops the students’ thinking and learning process
(Inprasitha, 2011). Isoda & Katagiri, (2012) pointed out that nurture children, who think and learn
mathematics by themselves, were necessary to be teached about how to develop mathematics.
Bandura’s (1997) constructed self-efficacy, outcome expectancy is the belief that certain
behaviors will produce desirable outcomes and personal or self-efficacy is the believe in one’s ability
to perform the necessary behaviors. A person’s self-efficacy belief influences on his or her personal
behavior which can have direct effect on situation’s outcome. Ashton and Webb (1986) specified that
teaching self-efficacy beliefs represent a teacher’s attitude through his or her efforts to help students
in learning. According to Schunk (1995), when students perceive that their teacher was confident and
capable, they may be more motivated to attempt their learning and they were willing to accept more
risk-taking behavior during their problem solving. Enochs et al. (2000) developed and validated the
Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) for pre-service elementary level teachers.
This instrument consists of 21 items which teachers can respond by using five-point Likert scale. The
MTEBI includes reliably assessment either personal (mathematics) teaching efficacy (PMTE) or
(mathematics) teaching outcome expectancy (MTOE). Showalter (2005) studied about the effect of

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middle school teachers, who is teaching mathematics, about self-efficacy beliefs on their students’
attitudes toward mathematics. They found that the beliefs about teaching self-efficacy in mathematics
teachers influenced classroom practice enthusiasm while teaching. In addition, the level of the students
in classroom teaching also link to students’ achievement and confidence.
Inprasitha & Changsri (2013) studied teachers’ beliefs about teaching practices in the context
of Lesson Study and Open Approach.The findings showed that there were 3 categories of beliefs about
teaching practices related to Lesson Study and Open Approach. Those three categories were beliefs
about teaching mathematics, beliefs about learning mathematics, and beliefs about social context. This
new method allows teachers to give a space to their learners. the method provides learners to encounter
problem and conduct new version of teacher’s beliefs about teaching practices.
Research Method
The target group consists of 25 people who studied at Master of Education Program in Science and
Technology Education, Faculty of Education, Khon Kaen University. These students graduated from
the Faculty of Science. They did not have a bachelor's degree in education. During the course,
attendants have participated or worked with the faculty in various academic conferences throughout
the academic year. They have also learned about Lesson study and Open Approach (Inprasitha, 2010;
2011) through activities. They also had a context for observing the classroom by monitoring the
supervision with real teachers in class at least 2 times. Then, they went out for teaching practice in
school and joined the project for development higher-order thinking of students in the northeast region.
The course syllabus were conducted via a school lesson plan. the teachers in the school joined that as
well as observing the classroom for 1 week due to self-development. Data was collected by using
questionnaire, interview student teachers and mentors. Data was analyzed by mean ( X ) , standard
deviation (SD) , protocol analysis.
Result
1. Self-efficacy beliefs about personal mathematics teaching

Figure 1: Figure of self-efficacy beliefs about personal mathematics teaching

Figure 1 shows the belief on 7 factors are “high”, for example they believe that they can patiently wait
for the students' answers on students’ mathematical problems (mean 3.85, standard deviation 0.71).
They believe that they have knowledge and understanding about mathematics as much as enough to
teach in secondary schools (mean 3.81 standard deviation 0.61). The belief that while they had been

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teaching mathematics, they were willing to give students opportunity to ask any question at any time
(average 4.23 standard deviation 0.63).
The belief that they have enough knowledge and understanding about mathematics for teaching
at a secondary school.
Examples of protocols, student teachers’ interviews at the teaching profession program. they
reflected their beliefs on the above points.
Interviewer: Can you catch any details? Can you observe students' ideas while they were doing
activities?
C: From both teaching and learning, I felt that I had enough knowledge for that course
and in our classroom, because it was necessary to observe and collected student
ideas. It allows us to evaluate our teaching. Our students had got knowledge
through teaching and learning. If we go out to teach as a professional, we would
use this knowledge to teach in our real classes.
For instance, the protocol interviewed from mentors of the student teachers who teach
students in the teaching profession program. There was reflection of the beliefs in the above
points.
Interviewer: Does C had sufficient knowledge and ability for teaching in the secondary level?
Mentor of C: Yes, she was ready. If she had knowledge, she was able to teach. Fully
knowledgeable.
2. Self-efficacy beliefs about mathematics teaching outcome expectancy

Figure 2: Figure of self-efficacy beliefs about mathematics teaching outcome expectancy.

Figure 2 shows the beliefs on 6 factors are “high”, for example the belief on student’s learning
evaluation score had improve when teachers had discovered more effective teaching methods (average
3.77 standard deviation 0.57). The belief that students were more determined to study mathematics
when the teachers tried more to prepare their teaching. (average 3.65, standard deviation 0.76).
The belief on learner’s learning evaluation score had improved when teachers had discovered
more effective teaching.
Examples of protocols, interviews of student teachers who teach students in the teaching
profession program, that reflect their beliefs in the above issue.
Interviewer: The efficiency of mathematics teacher was directly related to mathematics learning
results. What was your opinion on this message? Please explain.

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E: In traditional teaching, after the class ended, many students tended to complain
that they can’t keep up with the lesson. It was because of the teacher did not let the
students think, but the teacher still keep on explaining their thought. It was one side
learning. However, when the new teaching method were used, each group had
satisfied the result of their lesson. In the test score comparison, students can’t pass
examination in the traditional topics using traditional teaching. But, the topic using
the new teaching methods, the students got higher score. This can conclude that
Student performance relates to the effectiveness of the teaching method.
For example, the protocol which interviewed mentors of student teachers who teach students
in the teaching profession program. there is reflection of the belief in the above points.
Interviewer: Did E have a plan before teaching? Did he consult with the mentor before teaching?
Mentor of E: It was good to prepare some media for teaching. It was good to have it every times.
They called learning process that allows learner to think. It had been designed for
learners to show various types of ideas.
Acknowledgement
This research supported by Center for Research in Mathematics Education, Khon Kaen University.
References
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