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Direct linkBartos, Stephen A.; Lederman, Norman G.; Lederman, Judith S. – School Science and Mathematics, 2014
Research has indicated that experts' subject matter knowledge structures (SMKSs) differ from those of novices in that they contain more cross-linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unfortunately, teachers' SMKSs are not…
Descriptors: Pedagogical Content Knowledge, Science Teachers, Physics, Knowledge Base for Teaching
Evans, Brian R. – School Science and Mathematics, 2011
The purpose of this study was to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program. Further, the purpose was to understand the attitudes toward mathematics and concepts of self-efficacy that Teaching Fellows had over the course of the semester. The sample…
Descriptors: Classroom Techniques, Methods Courses, Mathematics Education, Self Efficacy
Buss, Ray R. – School Science and Mathematics, 2010
The study was conducted to examine preservice, elementary teachers' efficacy for teaching science and mathematics as compared with other elementary content. The instrument assessed efficacy for teaching (EFT) five elementary content areas: science, mathematics, reading, classroom management, and general instruction. Three hundred twenty-five…
Descriptors: Classroom Techniques, Student Teacher Attitudes, Self Efficacy, Self Concept Measures
