The influence of opportunities to learn and efficacy belief factor towards mathematical knowledge for teaching

Abstract

The present study investigates the influence of opportunities to learn (OTL) and mathematics teaching efficacy beliefs (MTEB) towards mathematical knowledge for teaching (MKT). Using a structured questionnaire together with paper and pencil test adapted from the literature reviewed, data were collected from 187 pre-service elementary teachers in Institute of Teacher Education (ITE) Malaysia. Data were analysed using SmartPLS 3.0. The result of the structural equation model indicated that both OTLPracticum (β = 0.395, p < 0.001) and OTL-Program (β = 0.324, p < 0.001) was positively related to MKT. The second regression analysis was to examine the impact of mathematics teaching efficacy belief on the MKT. The results showed that mathematics teaching outcome expectancy belief (MTOEB) (β = 0.322, p < 0.001) was positively related to MKT, whereas personal mathematics teaching efficacy belief (β = 0.017, p > 0.1) was not related to MKT. Overall, the belief and OTL factors explaining a total of 54% variance in MKT. Implications from these findings to the successful teacher’s education program implementation in Malaysia were further elaborated..