{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/110297"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/110297","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"From learning to teaching : the impact of pre-service teachers' math experiences on their self-efficacy in the classroom","abstract":"This qualitative study explored how elementary pre-service teachers perceived the development of self-efficacy for teaching mathematics and their description of how prior experiences as math learners influenced that development. Grounded in Bandura's (1977) theory of self-efficacy, three pre-service teachers who had completed two mathematics methods courses and had begun full-time student teaching were interviewed. Three dominant themes emerged: (a) early exposure to traditional, procedural, teacher-centered instruction shaped participants' beliefs about mathematics and math instruction; (b) experiences with mastery and struggle significantly influenced their confidence; and (c) emotional responses to learning mathematics had a lasting impact on self-efficacy. All participants recalled struggling with math during their K--12 education. Although they ultimately perceived high levels of elementary math teaching self-efficacy during student teaching, this growth was often conditional--frequently tied to curriculum structure or familiarity with the assigned grade level. Unlike some international studies suggesting negative math experiences tend to correlate with lower teaching self-efficacy, these findings suggest well-designed teacher preparation programs can help pre-service teachers reframe negative experiences and build lasting confidence.","abstract_html":"This qualitative study explored how elementary pre-service teachers perceived the development of self-efficacy for teaching mathematics and their description of how prior experiences as math learners influenced that development. Grounded in Bandura's (1977) theory of self-efficacy, three pre-service teachers who had completed two mathematics methods courses and had begun full-time student teaching were interviewed. Three dominant themes emerged: (a) early exposure to traditional, procedural, teacher-centered instruction shaped participants' beliefs about mathematics and math instruction; (b) experiences with mastery and struggle significantly influenced their confidence; and (c) emotional responses to learning mathematics had a lasting impact on self-efficacy. All participants recalled struggling with math during their K--12 education. Although they ultimately perceived high levels of elementary math teaching self-efficacy during student teaching, this growth was often conditional--frequently tied to curriculum structure or familiarity with the assigned grade level. Unlike some international studies suggesting negative math experiences tend to correlate with lower teaching self-efficacy, these findings suggest well-designed teacher preparation programs can help pre-service teachers reframe negative experiences and build lasting confidence.","abstract_has_math":false,"creators":["Wagner, Angela"],"institution":"University of Missouri--Columbia","degree_name":"Ed. 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Grounded in Bandura's (1977) theory of self-efficacy, three pre-service teachers who had completed two mathematics methods courses and had begun full-time student teaching were interviewed. Three dominant themes emerged: (a) early exposure to traditional, procedural, teacher-centered instruction shaped participants' beliefs about mathematics and math instruction; (b) experiences with mastery and struggle significantly influenced their confidence; and (c) emotional responses to learning mathematics had a lasting impact on self-efficacy. All participants recalled struggling with math during their K--12 education. Although they ultimately perceived high levels of elementary math teaching self-efficacy during student teaching, this growth was often conditional--frequently tied to curriculum structure or familiarity with the assigned grade level. Unlike some international studies suggesting negative math experiences tend to correlate with lower teaching self-efficacy, these findings suggest well-designed teacher preparation programs can help pre-service teachers reframe negative experiences and build lasting confidence."]},{"key":"dc:title","label":"Title","values":["From learning to teaching : the impact of pre-service teachers' math experiences on their self-efficacy in the classroom"]}]}],"canonical_facts":{"dc:contributor.advisor":["Curs, Bradley"],"dc:creator":["Wagner, Angela"],"dc:date.accessioned":["2026-01-23T21:48:46Z"],"dc:date.available":["2026-01-23T21:48:46Z"],"dc:date.issued":["2025"],"dc:description.abstract":["This qualitative study explored how elementary pre-service teachers perceived the development of self-efficacy for teaching mathematics and their description of how prior experiences as math learners influenced that development. Grounded in Bandura's (1977) theory of self-efficacy, three pre-service teachers who had completed two mathematics methods courses and had begun full-time student teaching were interviewed. Three dominant themes emerged: (a) early exposure to traditional, procedural, teacher-centered instruction shaped participants' beliefs about mathematics and math instruction; (b) experiences with mastery and struggle significantly influenced their confidence; and (c) emotional responses to learning mathematics had a lasting impact on self-efficacy. All participants recalled struggling with math during their K--12 education. Although they ultimately perceived high levels of elementary math teaching self-efficacy during student teaching, this growth was often conditional--frequently tied to curriculum structure or familiarity with the assigned grade level. Unlike some international studies suggesting negative math experiences tend to correlate with lower teaching self-efficacy, these findings suggest well-designed teacher preparation programs can help pre-service teachers reframe negative experiences and build lasting confidence."],"dc:identifier.doi":["https://doi.org/10.32469/10355/110297"],"dc:identifier.uri":["https://hdl.handle.net/10355/110297"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:title":["From learning to teaching : the impact of pre-service teachers' math experiences on their self-efficacy in the classroom"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed. D"],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:08:32Z"}