Open Access Thesis
Mathematics -- Study and teaching (Primary) -- Iowa -- Waterloo; Self-knowledge, Theory of; Self-efficacy; Iowa; Academic theses;
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
Specialist in Education
Department of Educational Psychology and Foundations
1 PDF file (85 leaves)
©2009 Shawna Hufendick
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.