Teacher Candidates’ Efficacy Beliefs in
Mathematics: Play-Generated
Curriculum Instruction

Lutfi Incikabi

doi:10.12973/eurasia.2013.927a

Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction

Full Text (PDF)

Lutfi Incikabi ¹ ^*

More Detail

¹ Kastamonu University, TURKEY^* Corresponding Author

Abstract

The aim of this study was to present changes, if any exist, in early childhood teacher candidates’ mathematics teaching efficacy beliefs (MTEB) after the implementation of a play-generated curriculum approach. This experimental one-group pretest-posttest design utilized qualitative data through an open-ended questionnaire conducted at the end of the instruction. Thirty-seven second-year college students from the Early Childhood Education department at Mersin University participated in the study. Among the instruments used during the study were a questionnaire for the participants’ demographics, a Turkish version of MTEBI for teacher candidates, an open-ended questionnaire focusing on the difficulties confronted by teacher candidates during the preparation and implementation of a lesson plan utilizing the play-generated curriculum approach and lesson observation form. The results indicate that early childhood education teacher candidates’ mathematics teaching efficacy beliefs when combined with their personal mathematics teaching and outcome expectancy beliefs possessed a positive and statistically significant change after they prepared play-based instruction.

Keywords

mathematics education
self-efficacy
early childhood education
play-generated
curriculum

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 9, Issue 2, 2013, 167-176

https://doi.org/10.12973/eurasia.2013.927a

Publication date: 14 Dec 2013

Article Views: 2130

Article Downloads: 1380

Open Access References How to cite this article

References

Balfanz, R., Ginsburg, H. P., & Greenes, C. (2003). The big math for little kids: Early childhood mathematics programs. Teaching Children Mathematics, 9(5), 264-268.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Beauchat, K. A., Blamey, K. L. and Walpole, S. (2010). The building blocks of preschool success. The Guilford Press: New York.
Bennett, N., Wood, L., & Rogers, S. (1997). Teaching through play: Teacher’s thinking and classroom practice. Buckingham, United Kingdom: Open University Press.
Berk, L.E. (1994). Vygotsky’ s theory: The importance of make-believe play. Young Children, 50, 30- 39.
Bredekamp, S., & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.
Cakiroglu, E. (2000). Preservice elementary teachers' sense of efficacy in reform oriented mathematics. Unpublished doctoral dissertation. Indiana University.
Can, B. T., Günhan, B. C., & Erdal, S. Ö. (2012). Using Mathematics in Teaching Science Self-efficacy Scale– UMSSS: A Validity and Reliability Study. Eurasia Journal of Mathematics, Science & Technology Education, 8(4), 269- 281.
Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Cuffaro, H. (1995). Experimenting with the world: John Dewey and early childhood classroom. New York: Teachers College Press.
Denham, C. H., & Michael, J. J. (1981). Teacher sense of efficacy: A definition of the construct and a model for further research. Educational Research Quarterly, 6(1), 39 – 63.
Ekici, G. (2008). Sınıf yönetimi dersinin öğretmen adaylarının öğretmen öz-yeterlik algı düzeyine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 98-110.
Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100 (4), 194-202.
Enz, B.J., & Christie, J.F. (1993). Teacher play style interactions and their impact on children’ s language and emergent literacy. Paper presented at the National Reading Conference, Charleston, SC.
Finney, S. J., & Schraw, G. (2003). Self efiicacy beliefs in college statistics course. Contemporary Educational Psychology, 28, 161-186.
Fraenkel J. R., & Wallen N. E. (2000). How to Design and Evaluate Research in Education. McGraw-Hill Higher Education.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
Ginns, I. S., & Watters, J. J. (1995). An analysis of scientific understanding of preservice elementary teacher education students. Journal of Research in Science Teaching, 32, 205-222.
Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics. 119 (1), 182-91.
Graham, S., Harris, K. R., Fink, B., & McArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177-203.
Hanline, M. F. (1999). Developing a preschool play-based curriculum. International Journal of Disability, Development and Education, 46(3), 289-305
Huinker, D., & Madison, S. K. (1997). Preparing efficacious elementary teachers in science and mathematics: The influence of methods courses. Journal of Science Teacher Education, 8(2), 107-126.
Isler, I., & Cakiroglu, E. (2009). Teachers’ efficacy beliefs and perceptions regarding the implementation of new primary mathematics curriculum. Proceedings of CERME 6, 1704-1713, Lyon France
Johnson, B., & Christensen, L. (2004). Educational research. Pearson education, Inc.
Johnson, J. E., Christie, J. F., & Yawkey, T.D. (1999).Play and early childhood development.(2nd ed.). New York: Longman.
Kagan, S. L., & Cohen. N. E. (1997). Not by Chance. Creating an Early Childhood and Education System for America's Children. New Haven, CT: Yale University Press.
Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children’s mathematical Understanding: A teacher’s professional growth. Early Childhood Research and Practice, 4 (1), 1-19.
Levy, A., Wolfgang, C., & Koorland, M. A. (1992). Sociodramatic play as a method for enhancing the language performance of kindergarten age students. Early Childhood Research Quarterly, 7, 245- 263.
Mallory, B. L., & New, R. S. (1994). Social constructivist theory and principles of inclusion: Challenges for early childhood special education. Journal of Special Education, 28, 322-337.
Mayesky, M. (2002). Creative Activities for Young Children, (7th ed). Albany, NY: Delmar Thompson Learning.
National Association for the Education of Young Children. (2008). Early childhood mathematics: Promoting good beginnings. A joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council for Teachers of Mathematics (NCTM). Washington, DC: NAEYC.
National Council for Teachers of Mathematics. (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. Reston, VA: National Council for Teachers of Mathematics, Inc.
Pajares, F. M. (1996). Self-efficacy beliefs and mathematical problem-solving of gifted students. Contemporary Educational Psychology, 21, 325-344.
Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36, 337-353.
Pound, L. (2008). Thinking and Learning about Mathematics in the Early Years. Abingdon, UK: Routledge.
Riggs, M. I., & Enochs, L. G. (1990). Toward the development of elementary teacher’s Science Teaching Efficacy Belief Instrument. Science Education, 74(6), 625- 637.
Rimm-Kaufman, S. E., & Sawyer, B. E. (2004). Primary-grade teachers' self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the "responsive classroom" approach. The Elementary School Journal, 104(4), 321-341.
Sahinkaya, N. (2008). Türkiye-Finlandiya sınıf öğretmenliği mateamatik öğretimi programları, sınıf öğretmeni adayları ile öğretmenlerin öz-yetkinlik ve öğrenme- öğretme süreçleri açısından karşılaştırılması (Unpublished doctoral dissertation). Gazi University, Ankara.
Swars, S. L. (2004). Mathematics teaching efficacy beliefs of elementary preservice teachers and their relationship to mathematics anxiety. Unpublished doctoral dissertation, University of Alabama.
Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306-315.
Swars, S. L., Smith, S. Z., Smith, M. E., & Hart, L. C. (2009). A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs. Journal of Mathematics Teacher Education, 12(1), 47-66.
Thomson, M. M., & Kaufmann, E. (2013). Elementary Teachers’ Views of their Science Professional Development Attendance: An Expectancy-Value Approach. Eurasia Journal of Mathematics, Science & Technology Education, 9(1), 45-58.
Trawick-Smith, J. (1998). Why play training works: An integrated model for play intervention. Journal of Research in Childhood Education, 12, 117-129.
Van Hoorn, J., Nourot, P., Scales, B., & Alward, K. (1993). Play at the center of the curriculum. New York: Macmillan
Vukelich, C. (1994). Effects of play intervention on young children’ s reading of environmental print. Early Childhood Research Quarterly, 9, 153-170.
Wenta, R. G. (2000). Efficacy of preservice elementary mathematics teachers. Unpublished doctoral dissertation, Indiana University.
Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21, 747-766.
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.
Zengin, K. U. (2003). İlköğretim öğretmenlerinin öz-yeterlik algıları ve sınıf-içi iletişim örüntüleri. Published Master’s Thesis. İzmir: Dokuz Eylül University.

How to cite this article

APA

Incikabi, L. (2013). Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction. Eurasia Journal of Mathematics, Science and Technology Education, 9(2), 167-176. https://doi.org/10.12973/eurasia.2013.927a

Vancouver

Incikabi L. Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction. EURASIA J Math Sci Tech Ed. 2013;9(2):167-76. https://doi.org/10.12973/eurasia.2013.927a

AMA

Incikabi L. Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction. EURASIA J Math Sci Tech Ed. 2013;9(2), 167-176. https://doi.org/10.12973/eurasia.2013.927a

Chicago

Incikabi, Lutfi. "Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction". Eurasia Journal of Mathematics, Science and Technology Education 2013 9 no. 2 (2013): 167-176. https://doi.org/10.12973/eurasia.2013.927a

Harvard

Incikabi, L. (2013). Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction. Eurasia Journal of Mathematics, Science and Technology Education, 9(2), pp. 167-176. https://doi.org/10.12973/eurasia.2013.927a

MLA

Incikabi, Lutfi "Teacher Candidates’ Efficacy Beliefs in Mathematics: Play-Generated Curriculum Instruction". Eurasia Journal of Mathematics, Science and Technology Education, vol. 9, no. 2, 2013, pp. 167-176. https://doi.org/10.12973/eurasia.2013.927a