The purpose of this quantitative study was to investigate the difference in teacher efficacy measures of two groups of preservice teachers who were given modified research projects and were enrolled in a secondary mathematics methods course. The participants were divided into two groups doing modified research projects related to the field of mathematics education. The modification of research projects were grounded in one of Bandura’s (1997) sources of self-efficacy: vicarious experience. Two possible vicarious experiences that inform preservice teachers’ sense of teacher efficacy are reading professional literature and watching others teach followed by discussing the results. These two contexts are the basis of the research projects modifications. Data revealed that there were statistically significant differences between the two groups’ teacher efficacy measures. Those who did the research project involving observations and discussion of mathematics teaching had significantly higher measures of teacher efficacy over those who did their research purely through professional literature.
Conference proceedings from the 37th Annual meeting of the Research Council on Mathematics Learning. Conway, AR.
Matney, Gabriel T. and Jackson, Jack, "Effective Difference of Research Projects on Secondary Mathematics Preservice Teachers' Sense of Efficacy" (2010). School of Teaching and Learning Faculty Publications. 9.
Proceedings of the 37th Meeting of the Research Council on Mathematics Learning, 2010
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