Investigating sources of pre-service teachers' self-efficacy for preparing and implementing mathematical tasks


9th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), Prague, Czech Republic, 4 - 08 February 2015, pp.1301-1307 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume:
  • City: Prague
  • Country: Czech Republic
  • Page Numbers: pp.1301-1307
  • Keywords: Mathematical tasks, pre-service teachers, self-efficacy, sources of self-efficacy, JOB-SATISFACTION, BELIEFS
  • Gazi University Affiliated: Yes


The goal of this study was to understand pre-service teachers' self-efficacy beliefs for preparing and implementing mathematical tasks and to explore which sources of self-efficacy they wighted and interpreted when judging their capabilities as a result of attending a mathematics teaching methods course designed with a focus on mathematics teaching through tasks. Nine pre-service teachers participated in this study and they were interviewed at the end of the methods course. Findings revealed that methods course provided opportunities for mostly vicarious experiences and physiological states sources, and participants were feeling highly efficacious to prepare mathematical tasks, but they had doubts about their capabilities to implement tasks effectively.