Developmental Trajectories for Elementary Novice Teachers: Efficacy, Epistemic, and Specialized Mathematics Knowledge

• In Event: 53.029 - Epistemic Education and Learning

Abstract

The current study investigated developmental trajectories in elementary teachers’ (N=245) mathematics teaching efficacy beliefs, epistemological beliefs and specialized mathematics knowledge during their teacher preparation program and into their first two years of teaching. Additionally, we investigated whether mathematical knowledge predicts changes in teacher beliefs (i.e., efficacy and epistemic beliefs). Multilevel growth curve models were employed to estimate trajectories of outcome expectancies, teacher efficacy, and epistemic beliefs among individuals across the transition from teacher preparation into teaching profession. Results indicated growth in participants' efficacy, epistemic beliefs and mathematics knowledge. Additionally, content knowledge was a predictor for teacher personal efficacy beliefs. Contributions for teacher education programs are discussed in light of study results.

Authors

• Margareta Maria Thomson, North Carolina State University

• DeLeon Lavron Gray, North Carolina State University

• Temple A. Walkowiak, North Carolina State University