Changes in Teacher Efficacy with Elementary School Preservice Teachers
Bibliographic record
Abstract
Teacher efficacy is a belief teachers carry about their abilities of performance in a classroom, and has been shown to be a connecting belief structure between one’s teaching and one’s teacher characteristics including enthusiasm, commitment, and classroom practice. There continues to be calls for a research agenda to not only attend to the sources of teacher efficacy but also increase the conceptual clarity of teacher efficacy in important contexts such as preservice programs. The purpose of this study is to explore the changes in teacher efficacy for elementary school preservice teachers (EPT) as they think of their mathematics teaching, using three particular constructs: teacher efficacy, teacher concern, and teacher orientation. In this mixed methods study, quantitative and qualitative items in an online questionnaire were collected over two years of a B.Ed. program. Descriptively, graphs of teacher efficacy, teacher concern, and teacher orientation show distinct and interesting increases and decreases over time, and along with statistical significance, suggest a developmental pattern to EPT learning. Collectively, these quantitative and qualitative analyses allow for a complex interpretation of the development of EPTs’ teacher efficacy, and show promising insight into changes over time in a teacher preparation program.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".