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Towards a Unified Model on Teachers' Concerns and Efficacy Beliefs Related to a Mathematics Reform

Authors :
Charambous, Charalambos
Philippou, George Kyriakides, Leonidas
Source :
International Group for the Psychology of Mathematics Education. 2004 28th(Bergen).
Publication Year :
2004

Abstract

Teachers' concerns and efficacy beliefs (EB) are important for the success of any reform. Previous research has shown that teachers? concerns develop in three levels: self, task and impact, respectively. Thus, this study examines the concerns and EB of primary teachers with respect to a reform concerning the use of Schema Theory in teaching problem solving (PS). A proposed model connecting teachers' EB and concerns is also tested. Analysis of data suggests that teachers? concerns were situated in the first level; teachers seemed to feel more efficacious in teaching PS without using the reform. Teachers' concerns were affected by their EB, which in turn, were affected by first-level concerns. Concerns of succeeding levels were also influenced by concerns of preceding levels. Implications of findings for the development of the reform policy and for further research are drawn. [For complete proceedings, see ED489632.]

Details

Language :
English
Volume :
28th
Issue :
Bergen
Database :
ERIC
Journal :
International Group for the Psychology of Mathematics Education
Publication Type :
Report
Accession number :
ED489707
Document Type :
Reports - Research<br />Speeches/Meeting Papers