Before, During, and After Examination: Development of Prospective Preschool Teachers' Mathematics-Related Enjoyment and Self-Efficacy. Issue 4 (7th June 2019)

• Record Type: Journal Article
• Authors: Blömeke, Sigrid; Thiel, Oliver; Jenßen, Lars
• Is Part Of: Scandinavian journal of educational research. Volume 63:Issue 4(2019)
• Page Start: 506
• Page End: 519
• Publication Date: 2019-06-07
• Subjects: Early childhood education -- preschool teacher -- mathematics -- longitudinal study -- attitudes; Education -- Research -- Periodicals; 370.72
• DOI: 10.1080/00313831.2017.1402368
• Languages: English
• ISSNs: 0031-3831

Abstract

ABSTRACT: This article examines the stability of Norwegian prospective preschool teachers' enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, the stability of the two constructs across countries was examined through a comparison with Germany. The data revealed partial stability (technically speaking, metric invariance) of enjoyment but not of self-efficacy. Self-efficacy increased significantly before and after the examination without decreasing enjoyment, which may be a result of increased learning time. Prior mathematical knowledge predicted the level and development of enjoyment and self-efficacy in both countries. Many Norwegian students reported low mathematics-related enjoyment and self-efficacy, including negative developments. It may be important to provide positive experiences of mathematical activities during preschool teacher education.