Pre-service Mathematics Teachers' Professional Self-Esteem and Beliefs about the Nature of Mathematics

Yıl 2021, Cilt: 15 Sayı: 2, 363 - 382, 31.12.2021

Dilşad Güven Akdeniz , Nejla Gürefe

https://doi.org/10.17522/balikesirnef.1020701

Öz

This study aims to examine the professional self-esteem of pre-service primary school mathematics teachers in the context of their beliefs about the nature of mathematics. The study has a quantitative design and 220 pre-service mathematics teachers voluntarily participated in the study. In the data analysis of this study based on a quantitative research design, independent samples t-test, one-way ANOVA and multiple regression analyzes were performed and the Pearson correlation coefficient was determined. According to the findings of the study, professional self-esteem and belief about the mathematics' nature are not affected by gender and grade level. In addition, professional self-esteem of the pre-service teachers who believe that mathematics is a branch of science open to exploration, knowledge generation, and related to other sciences and daily life, may be said to be higher-positive than the professional self-esteem of the pre-service mathematics teachers who perceive mathematics as a set of unrelated concepts and formulas or believe that mathematics is a deductive and precise body of knowledge.

Anahtar Kelimeler

professional self-esteem, beliefs on the nature of mathematics, pre-service mathematics teachers

Kaynakça

• Altunay, F. & Yazıcı, K. (2021). Sosyal bilgiler öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumları ve mesleki benlik saygıları [The social studies teacher candidates' attitudes towards the teaching profession and their vocational self-esteems]. Journal of World of Turks/Zeitschrift für die Welt der Türken, 13(1), 131-155.
• Akdemir, H. (2020). Yaratıcı drama yönteminin öğretmen adaylarının öğretmenlik mesleğine yönelik tutum ve mesleki benlik saygı düzeylerine etkisi [The effect of creative drama method on teacher candidates’ attitude and self-esteem level towards teaching profession]. Yaratıcı Drama Dergisi, 15(1), 113-130.
• Aktac, V. & Cetinkaya, M. (2019). Investigation of science teacher candidates’ professional self-esteem and life satisfaction. JCER, 7(14), 575-99.
• Akyıldız, P. & Dede, Y. (2019). İlköğretim matematik öğretmen adayları için matematiğin doğasına yönelik inanç ölçeği (mDYİÖ): Bir keşfedici karma desen çalışması [A Belief Questionnaire about the Nature of Mathematics for Turkish Preservice Mathematics Teachers: An Exploratory Mixed Methods Study]. Adıyaman University Journal of Educational Sciences, 9(1) , 69-98.
• Arıcak, O. T. (1999). Grupla psikolojik danışma yoluyla benlik ve mesleki benlik saygısının geliştirilmesi [Self-esteem and vocational self-esteem enhancement through group counseling][Yayımlanmamış Doktora tezi]. Marmara Üniversitesi, İstanbul.
• ARICAK, T., & Dilmaç, B. (2003). Psikolojik danışma ve rehberlik öğrencilerinin bir takım değişkenler açısından benlik saygısı ile mesleki benlik saygısı düzeylerinin incelenmesi [An investigation of self-esteem and vocational selfesteem of counseling guidance students]. Trakya University Journal of Social Science, 3(1), 1-7.
• Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39-68.
• Ceylan, R., Bıçakçı, M. Y., Gürsoy, F., & Aral, N. (2009). An examination of the relationship between teachers' professional self-esteem and empathic skills. Social Behavior and Personality: An International Journal, 37(5), 679-682.