The identity and self-efficacy of primary preservice teachers

: experiences of teaching mathematics in the practicum classroom

Abstract

In the past 20 years, Australia has seen a consistent decline in numeracy outcomes in international testing. This has contributed to a suite of government directed education reviews and reforms in teacher education in an effort to improve teaching and student academic outcomes (Paul et al., 2022; Scott et al., 2023; TEMAG, 2014). Recent education reviews have identified a concerning shortage of teachers with four out of 10 teachers leaving the profession within six years (AITSL, 2016a; Scott et al., 2023). One reason cited is that teachers felt underprepared for the challenges of teaching and “they would have benefited from a greater focus on more practical experience for teaching in the classroom” (Scott et al., 2023, p. 23). Regarding primary teaching, and specifically primary mathematics teaching, beginning teachers felt that they would improve their practice by learning how to teach numeracy and mathematics in the context of the classroom. This may be difficult to achieve as the supervising process can vary considerably with respect to how preservice teachers are supported (Scott et al., 2023). This thesis employed a qualitative, merged methodology to identify specific factors that influence positive self-efficacy changes for teaching primary mathematics. Thirteen preservice teachers contributed to this year-long case study, four of whom became the focus of intensive examination over two data collection phases. The preservice teachers came from diverse mathematics learning backgrounds, which had influenced how they judged their capabilities for learning mathematics, and more importantly how they perceived their ability for teaching primary mathematics. Data included semi-structured interviews, focus group interview, lesson reflections and personal learning reflections. Using Bandura’s selfefficacy theory (1977a; 1994) to analyse these data, Bandura’s five main sources of selfefficacy were observed: mastery experiences, vicarious experiences, social persuasion, physiological or emotional state and cognitive enactment. The research presented in this thesis reveals new knowledge that is both theoretical and practical in its application. While the BTSE Framework can be applied when examining self-efficacy for teaching mathematics, opportunities to apply the framework in initial teacher education, and more broadly to learners in other educational contexts could be considered. Furthermore, with multiple initial teacher education reviews over the past three years and government focus on improving teaching and student outcomes, I believe that the findings of this thesis may be of significance for initial teacher education programs in Australian education jurisdictions.

Date of Award	2023
Original language	English
Awarding Institution	Western Sydney University
Supervisor	Christine Johnston (Supervisor), Tania Ferfolja (Supervisor) & Jacqueline D'warte (Supervisor)