Effects of Teaching in a Summer STEM Camp on the Mathematics Teaching Self-efficacy of Highly Qualified Preservice Secondary Mathematics Teachers
DOI:
https://doi.org/10.18060/25396Keywords:
Self-efficacy, secondary mathematics teaching, opportunity gap, teacher education, STEM educationAbstract
Educational opportunity gaps experienced by students of color living in poverty, with accompanying lower levels of mathematics achievement, remain a roadblock to their access to college-level training in STEM fields. To address this problem, secondary teachers must be confident in their ability to share mathematics content effectively with students from cultures different than their own. Bridging the opportunity gap is more likely with two elements in place: intellectually stimulating pre-college experiences and community partnerships that establish connections between underserved neighborhoods and resource-filled environments such as university campuses.
This study explored the effects of teaching in a four-week STEM summer camp for ethnically diverse, high-needs middle school girls on the teaching self-efficacy of highly-qualified preservice secondary mathematics teachers, a group that has been less studied than preservice elementary teachers. Participants were scholarship students in a federally-funded teacher preparation scholarship program at an urban, metropolitan university. Teaching self-efficacy was measured by the Mathematics Teaching Efficacy Belief Instrument (MTEBI) and by follow-up qualitative analysis of questionnaire responses and focus groups. Participants’ gains on the MTEBI were significant for Personal Mathematics Teaching Efficacy, but not for Mathematics Teaching Outcome Expectancy. Qualitative analyses suggested that both instructional coaching and everyday interactions in a summer camp setting contributed strongly to the preservice teachers’ increased confidence about teaching mathematics to culturally diverse, high-needs learners.
References
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice Hall. https://doi.org/10.1017/s0813483900008238
Bates, A. B., Latham, N., & Kim, J. (2011). Linking preservice teachers’ mathematics self-efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111(7), 325-333. https://doi.org/10.1111/j.1949-8594.2011.00095.x
Bogdan, R. & Biklen, K. (2007). Qualitative Research for Education: An Introduction to Theory and Methods. Pearson. https://www.pearson.com/us/higher-education/program/Bogdan-Qualitative-Research-for-Education-An-Introduction-to-Theories-and-Methods-5th-Edition/PGM125872.html?tab=order
Bol, L., & Berry, R. Q. (2005). Secondary school teachers’ perceptions of the achievement gap. The High School Journal, 88(4), 32-45. https://doi.org/10.1353/hsj.2005.0007
Briley, J. S. (2012). The relationships among mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs for elementary pre-service teachers. Issues in the Undergraduate Mathematics Preparation of School Teachers: the Journal, 5, 1-13. https://www.depts.ttu.edu/math/
Buss, R. R. (2010). Efficacy for teaching elementary science and mathematics compared to other content. School Science and Mathematics, 110(6), 290-297. https://doi.org/10.1111/j.1949-8594.2010.00037.x
Creswell, J. W., & Guetterman, T. C. (2019). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson. https://www.pearson.com/store/p/educational-research-planning-conducting-and-evaluating-quantitative-and-qualitative-research/P100001431982/9780136874416?creative=490049774056&keyword=&matchtype=&network=g&device=c&gclid=EAIaIQobChMI86CbyaLX8AIV2-vjBx1VkQjzEAQYASABEgLiR_D_BwE
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erlbaum. https://doi.org/10.4324/9780203771587
Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706. https://doi.org/10.1002/sce.3730740605
Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the Mathematics Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 100(4), 194-202. https://doi.org/10.1111/j.1949-8594.2000.tb17256.x
Evans, B. R. (2011a). Content knowledge, attitudes, and self-efficacy in the mathematics New York City Teaching Fellows (NYCTF) program. School Science and Mathematics, 111(5), 225-235. https://doi.org/10.1111/j.1949-8594.2011.00081.x
Evans, B. R. (2011b). Secondary mathematics teacher differences: Teacher quality and preparation in a New York City alternative certification program. The Mathematics Educator, 20(2), 24-32. https://openjournals.libs.uga.edu/tme
Flores, A. (2007). Examining disparities in mathematics education: Achievement gap or opportunity gap? The High School Journal, 91(1), 29-42. https://doi.org/10.1353/hsj.2007.0022
Franks, B., McGlamery, S., & VanWyngaarden, K. (2016). Effects of teaching in a science summer camp on the science self-efficacy of preservice teachers. Delta Kappa Gamma Bulletin, 82(3), 63-73. https://www-proquest-com.leo.lib.unomaha.edu/docview/1770514320/7AC88C2C536742C2PQ/12?accountid=14692
Grandgennett, N., Edick, N., Boocker, D., Ali, H., Hodge, A., Dorn, B., & Cutucache, C.(2015). Community chairs as a catalyst for campus collaborations in STEM. Metropolitan Universities, 26(1), 71-96. https://journals.iupui.edu/index.php/muj/article/view/20989
Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20, 261-273. https://doi.org/10.2307/749515
Haynes, J. C., & Stripling, C. T. (2014). Mathematics efficacy and professional development needs of Wyoming agricultural education teachers. Journal of Agricultural Education, 55(5), 48-64. https://doi.org/10.5032/jae.2014.05048
Karp, K. S. (1991). Elementary school teachers’ attitudes towards mathematics: The impact on students’ autonomous learning skills. School Science and Mathematics, 91, 265-270. https://doi.org/10.1111/j.1949-8594.1991.tb12095.x
Kotok, S. (2017). Unfulfilled potential: High-Achieving minority students and the high school achievement gap in math. The High School Journal, 100(3), 183-202. https://doi.org/10.1353/hsj.2017.0007
Locke, L. A., Tabron, L. A., & Venzant Chambers, T. T. (2017). “If you show who you are, then they are going to try to fix you”: The capitals and costs of schooling for high-achieving Latina students. Educational Studies, 53(1), 13-36. https://doi.org/10.1080/00131946.2016.1261027
McDonald, M. A., Tyson, K., Brayko, K., Bowman, M., Delport, J., & Shimomura, F. (2011). Innovation and impact in teacher education: Community-Based organizations as field placements for preservice teachers. Teachers College Record, 113(8), 1668-1700. https://www.tcrecord.org ID Number: 16162
McGlamery, S., & Franks, B. A. (2019). Comparing practicum experiences in science methods courses: Effects of field on science teaching efficacy. Paper presented at the National Association for Research in Science Teaching Conference International, April 2019.
McGlamery, S., Franks, B. A., & Shillingstad, S. L. (2016). Teacher training in urban settings: Inquiry, efficacy, and culturally diverse field placements. Metropolitan Universities, 27(1), 44-55. https://journals.iupui.edu/index.php/muj/article/view/21116/20521
National Center for Educational Statistics, May 2020 https://nces.ed.gov/programs/coe/indicator_clr.asp
National Council of Teachers of Mathematics, (2012). https://www.nctm.org/Standards-and-Positions/Position-Statements/Closing-the-Opportunity-Gap-in-Mathematics-Education/
Nebraska Department of Education https://www.education.ne.gov/assessment/
Newton, K. J., Leonard, J., Evans, B. R., & Eastburn, J. A. (2012). Preservice elementary teachers’ mathematics content knowledge and teacher efficacy. School Science and Mathematics, 112(5), 289-299. https://doi.org/10.1111/j.1949-8594.2012.00145.x
Omaha Public Schools https://district.ops.org/DEPARTMENTS/General-Finance-and-
Administrative-Services/Research/Statistical-Reports
Reding, T. E., Squires, A., Grandgennett, N., Keller, S., Grandgennett, H., Hodge, A., Argo, C., & Jacobberger, K. (2017). Determining quantity and strength of relationships between STEM camp participants and the math student camp leaders. International Journal of Research in Education and Science, 3(1), 171-179). https://www.ijres.net/index.php/ijres/article/view/144
Schumaker, A., & Woods, S. (2001). The role of a college in a university-wide approach to community partnerships: The University of Nebraska at Omaha Experience. Metropolitan Universities, 12(4), 66-79 https://journals.iupui.edu/index.php/muj/article/vie917
Smith, P. S., Trygstad, P. J., & Banilower, E. R. (2016). Widening the gap: Unequal distribution of resources for K–12 science instruction. Education Policy Analysis Archives, 24(8). http://dx.doi.org/10.14507/epaa.v24.2207
Swars, S. L., Daane, C. J., & Giesen (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306-315. https://doi.org/10.1111/j.1949-8594.2012.00145.x
Swars, S. L., Hart, L. C., Smith, S. Z., Smith, M. E., & Tolar, T. (2007). A longitudinal study of elementary pre-service teachers’ mathematical beliefs and content knowledge. School Science and Mathematics, 107(8), 325-335. https://doi.org/10.1111/j.1949-8594.2007.tb17797.x
Tabron, L. A., & Venzant Chambers, T. T. (2019). What is being black and high achieving going to cost me in your school? Students speak out about their educational experiences through a racial opportunity cost lens. High School Journal, 102(2). https://doi.org/10.1353/hsj.2019.0002
Utley, J., Mosely, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105, 82-87. https://doi.org/10.1111/j.1949-8594.2005.tb18040.x
Woods, S., Reed, B. J., & Smith-Howell, D. (2016). Building an engagement center through love of place: the story of the Barbara Weitz Community Engagement Center. Metropolitan Universities, 27(3), 85-105. DOI10.18060/21388 https://journals.iupui.edu/index.php/muj/article/view/21379
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Bridget Franks, Dr. Sheryl McGlamery
This work is licensed under a Creative Commons Attribution 4.0 International License.
