This chapter reports the results of one stage in the Mathematics for Initial Teacher Educaiton STudents (MITES) project, whose purpose is to investigate the effects on self-efficacy of interventions intended to raise competence levels in mathematics of teacher educaiton students. The eventual aim of the project is to break the cycle that currently has a negative effect on achievement at school level, by preparing teachers who are more competent and confident at problem solving and teaching problem solving in mathematics.The study used a repeated measures design to test levels of self-efficacy in mathematics pre- and post-intervention among first year teacher educaiton students, who are requried in their course to demonstrate a minimum of 90 per cent competence. The intervention (competence classes ) led to statistically significant increases in self-efficacy levels in terms of students' confidence to perform and teach across six areas of mathematics problem solving by the end of the period in which students proceeded from not competent to competent.The findings have implications for conceptualising quality changes to university learning and teaching that have the potential to lead to increases in competence and self-efficacy, with regard to mathematical probelmk solving and mathematics teaching among initial teacher education students.
|Title of host publication||Changing university learning and teaching|
|Subtitle of host publication||Engaging and mobilising leadership, quality and technology|
|Place of Publication||Teneriffe, QLD|
|Number of pages||15|
|Publication status||Published - 2008|