Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Mathematics -- Study and teaching (Primary) -- Iowa -- Waterloo; Self-knowledge, Theory of; Self-efficacy; Iowa; Academic theses;
Abstract
Previous research has shown a relationship between teacher reflection and teacher acceptance of reform curricula. This study looked at the relationship between the variables of teacher self efficacy and teacher reflection, as they might relate to teacher attitudes towards instructional change. This study also looked at whether teacher thinking dispositions moderate this relationship. First and second grade teachers (N=l6) participating in a professional development opportunity in mathematics completed an efficacy measure, a thinking dispositions measure, and kept a journal to reflect after mathematics lessons taught. The teacher efficacy, thinking disposition, and journal reflection data was analyzed to see whether relationships emerged. Results showed a significant relationship between effective reflection and acceptance of instructional change, but no relationship was found between efficacy and reflection. Teacher thinking dispositions were found to moderate the relationship between teacher efficacy and effective teacher reflection, but were not found to moderate the relationship between teacher efficacy and acceptance of instructional change. Implications for mathematics reform and future research are discussed.
Year of Submission
2009
Degree Name
Specialist in Education
Department
Department of Educational Psychology and Foundations
First Advisor
Anthony Gabriele
Date Original
2009
Object Description
1 PDF file (85 leaves)
Copyright
©2009 Shawna Hufendick
Language
en
File Format
application/pdf
Recommended Citation
Hufendick, Shawna, "Investigating The Relationship Between Teacher Self-Efficacy Beliefs In Mathematics And Teacher Reflection: Do Teacher Thinking Dispositions Play A Moderating Role?" (2009). Dissertations and Theses @ UNI. 1114.
https://scholarworks.uni.edu/etd/1114
Comments
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