Australian Preservice Teachers' Self-Efficacy Beliefs About Numeracy

Diana Doust

doi:10.25918/thesis.264

Declining Australian numeracy standards have prompted the Australian government to implement mandatory literacy and numeracy tests for initial teacher education students. This study aimed to expand on extant research that explored how Australian preservice teachers’ experiences impacted their numeracy self-efficacy. The preservice teachers were from early childhood, primary and secondary education courses at all levels (1st to 4th year). The philosophy of 20th century educational reformer John Dewey, coupled with social cognitive theory, form a framework for this study. This research reveals PSTs’ self-efficacy beliefs that could inform policy and make improvements in methods courses or practical experience. Sequential explanatory mixed methods were employed, using quantitative and qualitative data. The qualitative data – interviews and open questions – assessed how preservice teachers’ experiences shaped their self-efficacy with numeracy, and identified the attributes that contribute to effective teaching of numeracy. The pilot study consisted of preservice teachers at one Australian regional university, who were given the opportunity to answer the survey and open questions. Four of these participants were randomly selected for interviews. The main study included a survey of preservice teachers from universities throughout Australia. There were three parts to the survey: twenty-four (n = 24) questions on self-efficacy and twenty questions on effective teachers of numeracy (n = 20). The pilot study (n = 77) differed slightly by having eight numeracy questions and sixteen questions on effective teachers of numeracy. Each survey had three open questions. The findings revealed that the majority of preservice teachers in the survey, both in the pilot study and main study, revealed positive self-efficacy beliefs about numeracy. There were no significant differences between groups (primary, secondary, early childhood gender, age, and year of study) in relation to self-efficacy beliefs about numeracy. There was one statistically significant measure between groups relating to numeracy pedagogical skills where preservice teachers studying primary education displayed statistically different results to those studying secondary education. This result indicated that Primary PSTs had a better understanding of numeracy pedagogical skills than Secondary PSTs. Both interviews and the survey open responses revealed positive and negative experiences in relation to mathematics and numeracy. While teachers, university educators and parents in many cases inspired preservice teachers in mathematics and numeracy, there were also accounts of preservice teachers who had felt humiliated by their own teachers and where education in numeracy at both school and university levels was lacking. The study participants identified critical features required for effective teaching of iii numeracy, specifically hands-on learning, engaging with students at their interest levels, developing skills to explain conceptual knowledge in numeracy, providing successes, and, most importantly, providing adequate feedback to students. Participants also identified the affective characteristics required for effective teachers of numeracy, including patience, kindness, respectfulness, praise, having high expectations, and being approachable and trusting.

Australian Preservice Teachers' Self-Efficacy Beliefs About Numeracy

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Australian Preservice Teachers' Self-Efficacy Beliefs About Numeracy

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