The mediating role of mathematics teaching efficacy on the relationships between pedagogical content knowledge and mathematics teaching anxiety
Yükleniyor...
Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sage Publications
Erişim Hakkı
info:eu-repo/semantics/openAccess
Attribution 3.0 United States
Attribution 3.0 United States
Özet
Teaching efficacy, teaching anxiety, and teaching knowledge are crucial factors in effective teaching. This study investigated the mediating role of mathematics teaching efficacy (MTE) in the relationship between pedagogical content knowledge (PCK) and mathematics teaching anxiety (MTA) for pre-service mathematics teachers. The participants were 463 volunteer preservice teachers who completed a questionnaire package that included the MTE Scale, the MTA Scale, and the PCK Scale. The theoretical model was tested using structural equation modeling and a bootstrapping procedure. It was revealed that MTE has a partial mediating role in the relationship between PCK and MTA for pre-service teachers. The findings indicated that a high level of PCK increases pre-service teachers’ MTE, which decreases their MTA. Although PCK predicts MTE that in turn predicts MTA, more longitudinal and experimental studies are needed to better understand this sequence.
Açıklama
Anahtar Kelimeler
Mathematics teaching anxiety, Mathematics teaching efficacy, Pedagogical content knowledge, Structural equation modeling
Kaynak
Sage Open
WoS Q Değeri
Q1
Scopus Q Değeri
Q1
Cilt
9
Sayı
3
Künye
Aksu, Z., & Kul, Ü. (2019). The mediating role of mathematics teaching efficacy on the relationships between pedagogical content knowledge and mathematics teaching anxiety. SAGE Open, 9(3), DOİ: 10.1177/2158244019871049.
