Abstract:

The aim of this study, is to investigate changes in self-efficacy towards mathematics and mathematics teaching during four-year pre-service teacher education programme. The study was conducted through a longitudinal design within the quantitative research method. Research was conducted on 39 teacher candidates enrolled in the Elementary Mathematics Teacher Education Program of a Faculty of Education in the Central Anatolia Region at the end of the spring term of 2012-2013-2014-2015 years. "Mathematics Self-Efficacy Perception Scale" and "Self-Efficacy Scale for Mathematics Teaching" were used as data collection tools. The results of the research indicated that at the end of fourth grade self-efficacy beliefs towards mathematics teaching have significantly increased, however self-efficacy beliefs towards mathematics have not significantly changed during pre-service education programme.    

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