dc.contributor.author | Bjerke, Annette Hessen | |
dc.contributor.author | Solomon, Yvette | |
dc.date.accessioned | 2019-12-12T09:31:30Z | |
dc.date.accessioned | 2020-01-03T14:23:54Z | |
dc.date.available | 2019-12-12T09:31:30Z | |
dc.date.available | 2020-01-03T14:23:54Z | |
dc.date.issued | 2019-02-19 | |
dc.identifier.citation | Bjerke 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 | en |
dc.identifier.issn | 0031-3831 | |
dc.identifier.issn | 0031-3831 | |
dc.identifier.issn | 1470-1170 | |
dc.identifier.uri | https://hdl.handle.net/10642/7944 | |
dc.description.abstract | 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. | en |
dc.language.iso | en | en |
dc.publisher | Taylor & Francis (Routledge) | en |
dc.relation.ispartofseries | Scandinavian Journal of Educational Research;Published online 25 Mar 2019 | |
dc.rights | This 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/10.1080/00313831.2019.1595720 | en |
dc.subject | Self-efficacy sources | en |
dc.subject | Subject matter knowledge | en |
dc.subject | Pre-service teachers | en |
dc.subject | Mathematics | en |
dc.title | Developing Self-Efficacy in Teaching Mathematics: Pre-Service Teachers’ Perceptions of the Role of Subject Knowledge | en |
dc.type | Journal article | en |
dc.type | Peer reviewed | en |
dc.date.updated | 2019-12-12T09:31:30Z | |
dc.description.version | submittedVersion | en |
dc.identifier.doi | https://dx.doi.org/10.1080/00313831.2019.1595720 | |
dc.identifier.cristin | 1691751 | |
dc.source.journal | Scandinavian Journal of Educational Research | |