• 아동학회지
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• 제22권4호
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• pp.225-241
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• 2001

This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

• 대한수학교육학회지:수학교육학연구
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• 제25권1호
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• pp.75-93
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• 2015

이 연구는 우리나라 초등 교사들의 수학 교수 효능감이 어느 정도인지를 강문봉과 김정하가 개발한 측정 도구를 이용하여 분석한 것이다. 초등학교 교사 183명을 대상으로 분석하였다. 분석 결과 초등학교 교사들의 수학 교수 효능감은 100점 만점으로 볼 때 64점 정도의 높은 수준이며, 남교사와 여교사 사이에는 유의한 차이가 없었다. 경력 면에서 볼 때는 성장기 교사의 효능감이 가장 낮았다. 수학교육 관련 전공자의 수학 교수 효능감이 비수학교육 관련 전공자들의 것보다 유의하게 높았으며, 수학 관련 연수 활동의 횟수가 많을수록 효능감이 높다.

• 한국보육지원학회지
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• 제13권1호
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• pp.185-200
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• 2017

Objective: This study was conducted to investigate the effects of early childhood teachers' teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics on their teaching intention of mathematics. Methods: A total of 266 early child teachers in Busan participated in this study. They completed a set of question naires which consisted of questions about teaching beliefs, mathematics teaching efficacy, pedagogical content knowledge of mathematics, and the teaching intention of mathematics. The collected data were analyzed using the SPSS program. Results: First, we observed several positive correlations among the four variables. Second, we found that early childhood teachers' constructive teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics had effects on their teaching intention of mathematics. The knowledge about teaching-learning methods for mathematics among the subcategories of pedagogical content knowledge of mathematics was observed as the strongest predictor for the teachers' teaching intention. Conclusion: We need to take more interest in the pedagogical knowledge about teaching-learning methods of mathematics in teacher training courses in order to enhance teachers' teaching intention of mathematics. As a result, this will makea contribution to high quality math education for young children.

• 한국초등수학교육학회지
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• 제18권3호
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• pp.519-537
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• 2014

본 연구는 수학 교사들의 교사로서의 자기 효능감을 효과적으로 측정하기 위해, 수학교사의 효능감에 영향을 주는 요소를 문헌 연구를 통하여 추출하고, 효능감 측정을 위한 도구를 개발하는 것이다. 수학교사의 교수효능감에 영향을 미칠 수 있는 요인으로 수학 교수 효능기대, 수학 교수 결과기대, 교수학적 내용 지식, 학생에 대한 교사의 신념, 교사의 과거 수학학습 경험에 대한 신념, 사회문화적 영향에 대한 기대라는 6가지 요소를 도출하였고, 이러한 요인에 기반하여 30문항으로 구성된 수학 교수 효능감 측정 도구(MTEI)를 개발하였다.

• 수산해양교육연구
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• 제28권2호
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• pp.502-514
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• 2016

The purpose of this research is to identify the level of number sense, the attitude toward mathematics and the mathematics teaching efficacy of pre-service elementary special education teachers and to verify the mediation effect of mathematics teaching efficacy between number sense and attitude toward mathematics. 70 university students participated in research. The results from this study are as following: First, the level of number sense among pre-service elementary special education teachers was not so high. They had negative attitude toward mathematics and their mathematics teaching efficacy was on the average level. Second, positive correlationships were shown between number sense and attitude toward mathematics and between number sense and mathematics teaching efficacy. The mediating effect of the mathematics teaching efficacy in the relationship between number sense and attitude toward mathematics was found. The limitations of the study and directions for future studies were discussed.

• East Asian mathematical journal
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• 제34권2호
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• pp.155-176
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• 2018

The purpose of this article is to study the change of mathematics teaching efficacy of pre-service mathematics teachers in teaching practice course. For this purpose we collect data through questionnaire from 61 pre-service mathematics teachers. To make a questionnaire we rearrange Ryang's MTES items. The pre-service mathematics teachers fill out the questionnaire before and after teaching practice course. The data are analyzed by paired t-test using SPSS23. The result of paired t-test show that the difference between pre-test scores and post-test scores is significant statistically. So we can conclude that the mathematics teaching efficacy of pre-service mathematics teachers is changed and improved after teaching practice course.

• 한국보육학회지
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• 제17권3호
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• pp.49-63
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• 2017

이 연구에서는 영유아교사의 수학적 태도와 수학교수효능감의 관계에서 조절효과를 가질 것으로 예상되는 변인으로 수학교과교육학지식을 선택하여 연구하였다. 영유아교사의 수학적 태도와 수학교수효능감의 관계에서 수학교과교육학지식의 조절효과를 알아보기 위해 수도권 및 강원도에 위치한 어린이집 및 유치원에 재직중인 교사 500명에게 질문지를 통한 연구를 실시하였다. 수학교수효능감의 측정을 위해 Luo(2000)의 도구를 정정희(2001a)가 수정, 번안한 영유아교사용 수학교수효능감 척도를 사용하였고, 수학적 태도의 측정을 위해 Smith(2000)의 도구를 번안하여 사용하였다. 수학교과교육학지식의 측정을 위해 홍희주(2012)가 개발한 수학교과교육학지식 측정도구를 표준보육과정 및 누리과정을 반영하여 수정하여 사용하였다. 수집된 자료는 IBM SPSS 21.0을 통해 중다회귀분석을 사용해 분석하였다. 연구결과, 영유아교사의 수학교과교육학지식은 수학적 태도와 수학교수효능감의 관계를 조절한다. 즉, 수학교과교육학지식 수준이 높을 경우 수학적 태도가 수학교수효능감에 미치는 긍정적인 영향을 더 강화할 수 있다. 이 연구는 수학교과교육학지식이 조절효과를 가진다는 점을 밝혀 영유아교사의 수학교수효능감 향상을 위한 교사교육 프로그램에서 다루어져야 할 내용들에 대한 근거를 제공할 것으로 기대된다.

• 한국초등수학교육학회지
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• 제20권1호
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• pp.35-53
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• 2016

이 연구는 우리나라 초등학교 예비 수학교사들의 수학 교수 효능감이 어느 정도인지를 분석한 것이다. 강문봉과 김정하가 개발한 효능감 측정 도구를 이용하여 분석하였으며, 3개 교육대학의 수학교육과 2학년과 4학년 164명을 대상으로 분석하였다. 분석 결과 예비 초등 수학교사들의 수학 교수 효능감은 약간 긍정적인 수준에 있으며, 남녀 또는 고등학교 때의 이수 계열이나 대학교의 학년 사이에 통계적으로 유의한 차이는 없었다. 그러나 지역간에 어느 정도 유의한 차이가 드러났으며, 특히 사회문화적 영향에 대한 신념은 다른 요인에 비해 상당히 낮게 나타났다.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권3호
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• pp.263-272
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• 2007

Mathematics Teaching Efficacy Beliefs Inventory (MTEBI) was translated into Korean and conducted among Korean pre-service mathematics teachers. The Korean-translated MTEBI consists of two subscales with 16 items. Personal Mathematics Teaching Efficacy (PMTE) subscale has 10 items and Mathematics Teaching Outcome Expectancy (MTOE) subscale has 6 items. The purpose of this study is to investigate the internal reliability and the construct validity of the Korean-translated MTEBI. The Cronbach alpha coefficient of Korean-translated MTEBI and its two subscales are respectively .87, .83, and .74 which imply that the instrument is reliable. The construct validity was achieved by performing factor analysis. Principal component solution with varimax rotation for the Korean-translated MTEBI was used in factor analysis and thus the best fit simple structure was obtained by two factors which correspond to the self-efficacy dimension and the outcome expectancy dimension of Bandura's self-efficacy theory.

• 한국보육지원학회지
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• 제14권1호
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• pp.269-286
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• 2018

Objective: The purpose of this study was to clarify the influences of constructivist educational beliefs and eco-friendly teaching attitudes on early childhood teachers' mathematics teaching efficacy. This study also examined the mediating effect of eco-friendly attitudes on the relationship between the other two variables. Methods: A total of 399 teachers teaching 3,4 and 5-year-olds in Seoul, Gyeonggi and Incheon participated in this study. The data were analyzed using the SPSS Win 21.0 program and the Sobel test. Results: First, mathematical teaching efficacy of early childhood teachers was significantly correlated with constructivist educational beliefs and eco-friendly teaching attitudes. Second, with teacher's career as the control variable, constructivist educational beliefs have more influence in mathematical teaching efficacy than the other variable. Third, eco-friendly teaching attitude partially mediated between the other two variables. Conclusion/Implications: The results of this study imply that constructivist educational beliefs and eco-friendly teaching attitudes are important factors on mathematics teaching efficacy. It is expected that it will be used as basic data for various programs that increase constructivist educational beliefs and eco-friendly teaching attitudes.