Developing Self-Efficacy in Teaching Mathematics: Pre-Service Teachers’ Perceptions of the Role of Subject Knowledge
Journal article, Peer reviewed
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Original versionBjerke A, Solomon Y. Developing Self-Efficacy in Teaching Mathematics: Pre-Service Teachers’ Perceptions of the Role of Subject Knowledge. Scandinavian Journal of Educational Research. 2019:1-14 https://dx.doi.org/10.1080/00313831.2019.1595720
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.