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dc.contributor.authorBjerke, Annette Hessen
dc.contributor.authorSolomon, Yvette
dc.date.accessioned2019-12-12T09:31:30Z
dc.date.accessioned2020-01-03T14:23:54Z
dc.date.available2019-12-12T09:31:30Z
dc.date.available2020-01-03T14:23:54Z
dc.date.issued2019-02-19
dc.identifier.citationBjerke A, Solomon Y. Developing Self-Efficacy in Teaching Mathematics: Pre-Service Teachers’ Perceptions of the Role of Subject Knowledge. Scandinavian Journal of Educational Research. 2019:1-14en
dc.identifier.issn0031-3831
dc.identifier.issn0031-3831
dc.identifier.issn1470-1170
dc.identifier.urihttps://hdl.handle.net/10642/7944
dc.description.abstractTwo 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.en
dc.language.isoenen
dc.publisherTaylor & Francis (Routledge)en
dc.relation.ispartofseriesScandinavian Journal of Educational Research;Published online 25 Mar 2019
dc.rightsThis is an original manuscript / preprint of an article published by Taylor & Francis in Scandinavian Journal of Educational Research on 25/03/2019, available online: https://www.tandfonline.com/doi/full/10.1080/00313831.2019.1595720en
dc.subjectSelf-efficacy sourcesen
dc.subjectSubject matter knowledgeen
dc.subjectPre-service teachersen
dc.subjectMathematicsen
dc.titleDeveloping Self-Efficacy in Teaching Mathematics: Pre-Service Teachers’ Perceptions of the Role of Subject Knowledgeen
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2019-12-12T09:31:30Z
dc.description.versionsubmittedVersionen
dc.identifier.doihttps://dx.doi.org/10.1080/00313831.2019.1595720
dc.identifier.cristin1691751
dc.source.journalScandinavian Journal of Educational Research


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