Mathematics teaching efficacy among traditional and nontraditional elementary pre-service teachers

This study examined the mathematics teaching efficacy of traditional and non‐traditional elementary pre‐service
teachers enrolled in a three‐course, three‐semester mathematics sequence.  Self‐efficacy scales were administered at the
beginning of the three‐course sequence and at the end.    The three‐course mathematics sequence was taught from a
constructivist approach and emphasized a socio‐constructivist learning environment in which the pre‐service teachers
were challenged to construct their own meaning of mathematics.  Results showed that for the non‐traditional pre‐service
teachers, self‐efficacy levels for teaching elementary school mathematics were significantly different at the end of their
enrollment in the three‐course mathematics sequence than at the beginning.    This study also revealed that for the
traditional pre‐service teachers, self‐efficacy levels with regards to affecting student success regardless of external
factors remained the same or were not significantly different, suggesting the need for further research in this area.