International Electronic Journal of Mathematics Education

Exploratory Analysis of Korean Elementary Preservice Teachers’ Mathematics Teaching Efficacy Beliefs
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2012 - Volume 7 Issue 2, pp. 45-61
  • Published Online: 12 Dec 2012
  • Article Views: 524 | Article Download: 680
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Ryang D. Exploratory Analysis of Korean Elementary Preservice Teachers’ Mathematics Teaching Efficacy Beliefs. Int Elect J Math Ed. 2012;7(2), 45-61.
APA 6th edition
In-text citation: (Ryang, 2012)
Reference: Ryang, D. (2012). Exploratory Analysis of Korean Elementary Preservice Teachers’ Mathematics Teaching Efficacy Beliefs. International Electronic Journal of Mathematics Education, 7(2), 45-61.
Chicago
In-text citation: (Ryang, 2012)
Reference: Ryang, Dohyoung. "Exploratory Analysis of Korean Elementary Preservice Teachers’ Mathematics Teaching Efficacy Beliefs". International Electronic Journal of Mathematics Education 2012 7 no. 2 (2012): 45-61.
Harvard
In-text citation: (Ryang, 2012)
Reference: Ryang, D. (2012). Exploratory Analysis of Korean Elementary Preservice Teachers’ Mathematics Teaching Efficacy Beliefs. International Electronic Journal of Mathematics Education, 7(2), pp. 45-61.
MLA
In-text citation: (Ryang, 2012)
Reference: Ryang, Dohyoung "Exploratory Analysis of Korean Elementary Preservice Teachers’ Mathematics Teaching Efficacy Beliefs". International Electronic Journal of Mathematics Education, vol. 7, no. 2, 2012, pp. 45-61.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Ryang D. Exploratory Analysis of Korean Elementary Preservice Teachers’ Mathematics Teaching Efficacy Beliefs. Int Elect J Math Ed. 2012;7(2):45-61.

Abstract

This study compared mathematics teaching efficacy beliefs of elementary preservice teachers in South Korea. Data was collected by administering a Korean-translated Mathematics Teaching Efficacy Beliefs Instrument to 106 elementary preservice teachers in a national university of education in South Korea. Analysis of data revealed that preservice teachers at the end point (seniors) of the program had significantly lower personal efficacy and outcome expectancy in mathematics teaching than those of preservice teachers at the beginning (sophomores) of the program. Heavy content coursework and cultural influence are discussed as potential factors to this result.

References

---

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.