Australian Journal of Teacher Education
Abstract
Profile analyses were used to investigate differences in the self-efficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers’ self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such as preparation in their teaching domain.
Recommended Citation
Stevens, T., Aguirre-Munoz, Z., Harris, G., Higgins, R., & Liu, X. (2013). Middle Level Mathematics Teachers’ Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background. Australian Journal of Teacher Education, 38(4). https://doi.org/10.14221/ajte.2013v38n4.3
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons