Developing Self-Efficacy in Teaching Mathematics: Pre-Service Teachers’ Perceptions of the Role of Subject Knowledge |
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| Authors: | Annette Hessen Bjerke Yvette Solomon |
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| Institution: | 1. Faculty of Education and International Studies, Oslo Metropolitan University, Oslo, Norway annette.hessen@oslomet.no https://orcid.org/0000-0002-2138-2891;3. Faculty of Education and International Studies, Oslo Metropolitan University, Oslo, Norway;4. Education and Social Research Institute, Manchester Metropolitan University, Manchester, UK https://orcid.org/0000-0002-2731-8380 |
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| Abstract: | ABSTRACT Two major concerns in mathematics teacher education are the role of subject matter knowledge and the development of self-efficacy in pre-service teachers. This article brings these issues together in an exploration of the interaction between pre-service teachers’ perceptions of their subject matter knowledge and their accounts of university and placement experiences as potential sources of self-efficacy. Reporting on a group of ten pre-service teachers in Norway, we explore variations in the ways in which they perceived the role of subject knowledge in relation to experience, particularly “mastery experiences”, over a period of nearly two years. We suggest that recognition of the role of “understanding why” in mathematics is crucial in the experience of mastery, and that there is a need to focus more on the role of subject matter knowledge in all sources of self-efficacy in teaching mathematics. |
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| Keywords: | Sources of self-efficacy subject matter knowledge pre-service teachers mathematics |
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![ORCID Icon]({"type":"image","src":"/templates/jsp/images/orcid.png"} "ORCID Icon")
https://orcid.org/0000-0002-2138-2891;3. Faculty of Education and International Studies, Oslo Metropolitan University, Oslo, Norway;4. Education and Social Research Institute, Manchester Metropolitan University, Manchester, UK