The discursive construction of mathematics teacher self-efficacy
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The discursive construction of mathematics teacher self-efficacy Constantinos Xenofontos 1
& Paul Andrews
2
Accepted: 15 September 2020/ # Springer Nature B.V. 2020
Abstract
Previous studies of in-service teachers indicate strong links between teacher self-efficacy and factors such as instructional quality and pupils’ achievement. Yet, much of this research approaches self-efficacy from the perspective of teaching, and not of subject knowledge. Furthermore, the majority of such studies employ quantitative measures of self-efficacy. Drawing on semi-structured interviews with 22 experienced elementary teachers, this paper takes a different approach. The interviews, broadly focused on teachers’ mathematics-related beliefs, brought to the surface four themes around which teachers construct their mathematics teacher self-efficacy. These concern participants’ perspectives on their mathematics-related past experiences, mathematical competence, ability to realise their didactical visions and resilience in the face of challenging mathematical situations. These themes, which are discussed in relation to existing literature, not only confirm the complexity of self-efficacy but also highlight the need for greater attention to its conceptualisation and measurement. Keywords Mathematics . Mathematics teaching . Qualitative approach . Teachers’ self-efficacy Teacher self-efficacy, a topic of extensive research both within and outside mathematics education, is often defined as teachers’ judgements about their own capabilities to influence pupils’ learning in positive ways (Carney, Brendefur, Thiede, Hughes, & Sutton, 2016; Pajares, 1996; Tschannen-Moran & Woolfolk Hoy, 2001). Typically drawing on Bandura’s (1977, 1997) social cognitive theory, self-efficacy is conceived as a future-oriented judgement concerned more with people’s perceptions of their own competence than with actual * Constantinos Xenofontos [email protected] Paul Andrews [email protected]
1
Faculty of Social Sciences, University of Stirling, Stirling FK9 4LA, Scotland, UK
2
Department of Mathematics and Science Education, Stockholm University, SE-106 91 Stockholm, Sweden
Xenofontos C., Andrews P.
competence. Nonetheless, “these estimations may have consequences for the course of action” individuals “choose to pursue and the effort they exert in those pursuits” (Woolfolk Hoy & Burke-Spero, 2005, p. 344). Over the years, studies have established positive links between teacher self-efficacy and, inter alia, pupil achievement (Bruce & Ross, 2008); instructional quality (Depaepe & König, 2018); teachers’ management of educational reform (Gabriele & Joram, 2007) and teacher retention (Day & Gu, 2014). Alternatively, negative links have been highlighted between self-efficacy and teacher anxiety (Gresham, 2008) and burnout (Brouwers & Tomic, 2000). In mathematics education, studies of teacher self-efficacy have been predominantly quantitative, typically drawing on survey techniques and pre-determined scales. Many of them (i.e., Althauser,
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