Faculty Publications

Teachers' Reflections On Their Reform-Based Teaching In Mathematics: Implications For The Development Of Teacher Self-Efficacy

Document Type

Article

Journal/Book/Conference Title

Action in Teacher Education

Volume

29

Issue

3

First Page

60

Last Page

74

Abstract

The purpose of this study was to examine the sources of efficacy of experienced teachers who are making the transition to reform-based mathematics teaching, by examining the criteria that they use to evaluate their teaching effectiveness. The quantity and quality of 10 elementary teachers' verbal reflections on the success of their lessons were compared as a function of the length of time that they had participated in a professional development project. Results suggest that the sources of information upon which teachers base evaluations of their teaching change in important ways as teachers shift from traditional to reform-based mathematics teaching. Implications are discussed for understanding how teacher self-efficacy for reform-based teaching can be enhanced through professional development.

Department

Department of Educational Psychology and Foundations

Original Publication Date

10-1-2007

DOI of published version

10.1080/01626620.2007.10463461

Link to Full Text

Comments?

Share

COinS