Changing Self-Efficacy of Preservice Teachers During a Weeklong Mathematics Camp

• In Event: 66.059 - Poster Session 14
  In Poster Session: 66.059-2 - Mathematics in Teacher Education and Professional Development

Abstract

The current research sought to understand how facilitating a week long mathematics summer camp for middle school students would change college students’ mathematics teaching self-efficacy beliefs. Five undergraduate students were hired as counselors for a one week mathematics camp. The parallel convergent mixed method design was used to analyze both survey and written-response data from each counselor. College students responded to the MTEBI, to which they self-reported their teacher self-efficacy for mathematics, before and after facilitating math activities throughout the week. In addition, qualitative data was gathered through college students’ daily journals in which they recorded their beliefs about learning that occurred throughout the day. Results suggest that college students’ beliefs about teaching mathematics changed during the camp.

Authors

• Suzanne Fischer Lindt, Midwestern State University

• Dittika Gupta, Midwestern State University