Teacher self-efficacy is the belief a teacher holds that he or she can make a difference in student achievement, even when the student is difficult or unmotivated (Guskey & Passaro, 1994). It has been linked to positive teacher practices and student outcomes. This mixed methods study of preservice elementary and early childhood math teachers explored how having students engage in hands-on activities and view video teaching models in a graduate mathematics methods course influenced their teacher selfefficacy for math. The study took place in two phases, with course modifications made between the two. Statistical analyses of pre- and post-test scores on the Mathematics Teaching Efficacy Beliefs Instrument showed positive outcomes in Phase 1 but not Phase 2. Qualitative data in both phases suggested working with hands-on materials and viewing video models was beneficial to building student self-efficacy and in improving mathematical content knowledge.

Author Biography

Maria Boeke Mongillo is an assistant professor in the Educational Leadership, Policy, and Instructional Technology department at Central Connecticut State University. She teaches graduate and doctoral level courses in instructional leadership and supervises interns.