Preschool educators’ self-efficacy beliefs about teaching probabilistic concepts and their change in the course of participating an inquiry-based training program

KONSTANTINOS ZACHAROS, IRINI SKOPELITI, DIONYSIA AGGELOPOULOU, THANASSIS KARALIS

Abstract

Which are the self-efficacy beliefs that teachers hold when they are asked to teach concepts on probabilities in preschool education? Is it possible to improve negative self-efficacy beliefs through a training program? Thirty-two preschool educators participated in our study and attended a mathematical training program on probabilities, which were lately introduced in the revised preschool curriculum. The structure of the training program centered on the “inquiry-based” pedagogical approach. The results showed that the mathematical inquiry-based training program could improve participants’ initial negative self-efficacy beliefs on teaching probabilities in preschool students and consequently may have positive effects on their educational abilities.

Keywords

Mathematical training, probabilities, perceived self-efficacy beliefs, preschool teachers, inquiry-based approach

Full Text:

PDF

DOI: https://doi.org/10.26220/une.3378

View Counter: Abstract | 16 | times, and PDF | 10 | times



Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

Pasithee | Library & Information Center | University of Patras