Lesson Study’s Effect on Math Teacher Candidates’ Attitudes, Self-Efficacy, and Teaching Anxiety

Author:

BOYACI Zeynep1ORCID,ERDAMAR Gürcü2ORCID

Affiliation:

1. DÜZCE ÜNİVERSİTESİ

2. GAZİ ÜNİVERSİTESİ

Abstract

This study aims to examine the effects of the lesson study model on the attitudes, self-efficacy, and math teaching anxiety of math teacher candidates. A pre- and post-test control group quasi-experimental design was utilized with a quantitative research framework. The study group consisted of a total of 14 teacher candidates (seven in the experimental group and seven in the control group), who were senior-level undergraduate students taking the “Teaching Practice” course in the pedagogical formation group of the Faculty of Education at Düzce University during the fall semester of the educational year 2019-2020. Data collection was performed using the Attitude Toward the Teaching Profession Scale, Teacher Self-Efficacy Scale, and Math Teaching Anxiety Scale. Non-parametric tests, specifically the Mann Whitney U and Wilcoxon Signed-Rank tests, were employed for data analysis. The results achieved in this study indicate that the lesson study model used in the teaching practice course positively affected the attitudes towards the teaching profession and teacher self-efficacy perceptions of math teacher candidates, as well as reducing math teaching anxiety.

Publisher

Asian Journal of Instruction

Subject

Materials Chemistry

Reference80 articles.

1. Ayantaş, T. (2019). Lesson study practice in the development of professional teaching knowledge of pre-service teachers of social studies (Unpublished master thesis). Ankara University, Ankara.

2. Aykan, A., & Kıncal, R. Y. (2016). A content analysis of scientific researches about lesson study published in different countries. Journal of Kazım Karabekir Education Faculty, 32, 19-31.

3. Ayra, M. (2021). The effect of lesson study professional development and students’ academic achievement (Unpublished doctoral dissertation). Amasya University, Amasya.

4. Aytekin, C., Türkmenoğlu, H., & Arıkan, N. (2017). Adaptation of Math and Science Teaching Anxiety (MSTA) Scale to Turkish. Journal of Ahi Evran University Kirsehir Education Faculty, 18(3), 155-170.

5. Baki, M. (2012). Investigating development of prospective primary teachers’ mathematical pedagogical content knowledge: Lesson study (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3