Shedding light on preschool teachers’ self-efficacy for teaching patterning

Pessia Tsamir (1) , Dina Tirosh (1) , Esther Levenson (2, 1) , Ruthi Barkai (2, 1)

1 TAU - Tel Aviv University
2 Kibbutizim College of Education

As teacher educators, we recognize the importance of considering teachers’ self-efficacy for teaching mathematics. In this study, we investigate preschool teachers’ self-efficacy for teaching repeating patterns, both before and after participating in a professional development program. Findings from questionnaires indicated that self-efficacy related to subject-matter knowledge changed little, while self-efficacy related to pedagogical-content knowledge, increased. Interviews with teachers shed light on these findings.

Mots clés: Repeating patterns; self-efficacy; preschool teachers; professional development

Domaines: Mathématiques [math]; Education

Pessia Tsamir, Dina Tirosh, Esther Levenson, Ruthi Barkai. Shedding light on preschool teachers’ self-efficacy for teaching patterning. Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02414969⟩