Investigating the mathematics teaching efficacy beliefs of student teachers

This research study seeks to explore the Mathematics Teaching Efficacy Beliefs of student teachers as part of a longitudinal design-research study, whereby research findings will guide planning for future modules. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) of Enochs, Smith and Huinker (2000) was employed to measure the overall efficacy beliefs of teachers, and also the beliefs within two subscales, the Personal Teacher Efficacy, and Teaching Outcome Expectancy. A convenience sample of 40 undergraduate students participated in a questionnaire based upon the MTEBI with additional questions relating specifically to the content of a Mathematics Education module recently completed by the students. The sample was drawn from a year group of 440 students by invitation.