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首页> 外文期刊>Near and Middle Eastern Journal of Research in Education >Investigating Lebanese teachers' mathematical, pedagogical and self—efficacy profiles: A case study
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Investigating Lebanese teachers' mathematical, pedagogical and self—efficacy profiles: A case study

机译：调查黎巴嫩教师的数学，教学和自我效能感：一个案例研究

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We examined the mathematical, pedagogical and self-efficacy profiles of 13 grade 4 to 6 teachers sampled from five randomly selected schools in Lebanon. The purpose of this study is to explore the impact of providing appropriate training,effective practices and resources for teaching a well-designed curricular intervention. This intervention focused on teachers' sense of self- efficacy and their expectations of students' academic success. Participating teachers were randomly assigned to experimental (TREAT) and Control (COMP) groups. The study employed a quasi-experimental and survey design. We used three instruments to collect data: Pre and Post Mathematics Teaching Efficacy Belief Instrument (MTEBI); Teacher Mathematical Profile Questionnaire (TMPQ); and Teacher Pedagogical Profile Questionnaire (TPPQ). TREAT and COMP teachers were provided with independent training before the implementation of the intervention. Data was analyzed using measures of central tendencies and multivariate techniques. Results of the mathematical and pedagogical profile analysis showed that both groups of teachers used more procedural problem solving techniques rather than conceptual ones. Additionally, results of MANOVA indicated that there were no statistically significant differences between TREAT and COMP teachers' responses on pre and post Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). However, TREAT teachers had significantly higher academic expectations of their students than did the COMP teachers.
机译：我们检查了从黎巴嫩5所随机选择的学校中抽样的13名4至6年级老师的数学，教学和自我效能感。这项研究的目的是探讨提供适当的培训，有效的实践方法和资源来教授精心设计的课程干预的影响。这项干预措施的重点是教师的自我效能感以及对学生学业成就的期望。参与的教师被随机分配到实验组（TREAT）和对照组（COMP）。该研究采用了准实验和调查设计。我们使用了三种工具来收集数据：前后数学教学效能信念工具（MTEBI）;教师数学资料问卷（TMPQ）;和教师教学概况问卷（TPPQ）。在实施干预措施之前，对TREAT和COMP老师进行了独立培训。使用中心趋势和多元技术对数据进行了分析。数学和教学概况分析的结果表明，两组教师都使用了更多的过程性问题解决技术，而不是概念性的。此外，MANOVA的结果表明，TREAT和COMP教师在个人数学教学效能（PMTE）前后和数学教学成果期望（MTOE）方面的反应之间没有统计学上的显着差异。但是，与COMP老师相比，TREAT老师对学生的学业期望明显更高。

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