Connections between Pre-service Teachers’ Mathematical Dispositions and Self-efficacy for Teaching Mathematics

Abstract

Mathematical dispositions (MD) and self-efficacy for teaching mathematics (SEFTM) are important elements of teachers’ beliefs that significantly influence their behaviors and educational practices in the classroom. This study looked at relationships between pre-service teachers’ (PSTs) MD and their SEFTM in connection with other descriptors related to their progress through the teacher education program and prior mathematical experiences. Survey data were collected from 238 PSTs at a midsized university in the US. Results include the finding that PSTs’ intended grade-level and subject approximately mirror their MD and SEFTM: those planning to be elementary school (generalist) teachers were slightly behind both middle and high school teachers, who had more positive MD, while both elementary and middles school PSTs were slightly behind high school-level mathematics content PSTs, who had the greatest SEFTM. Additionally, MD was a strong predictor of SEFTM, and both MD and SEFTM appear to be mediated by the influence upon PSTs of their prior mathematics teachers. Implications for teacher education and avenues for further research into these associations are offered.