Pre-service Teachers’ Performance in their University Coursework and Mathematical Self-Efficacy Beliefs: What is the Role of Gender and Year in Program?

This study investigates the effects of gender and year in program on the performance and mathematical selfefficacy beliefs of 145 pre-service mathematics teachers in Turkey. One of the main purposes of this study is to investigate how duration in a teacher education program influenced the performance and mathematical selfefficacy beliefs of pre-service teachers. In addition, gender differences between male and female pre-service mathematics teachers, depending upon year in program, are examined. Results revealed that there were significant statistical effects of gender and year in program on both pre-service teachers’ performance and selfefficacy scores. Female pre-service teachers scored significantly higher than males on performance, but no significant difference was detected between female and male pre-service teachers with respect to mathematics self-efficacy scores. Senior pre-service teachers had the highest scores compared to other students in the program on bother performance and mathematics self-efficacy scores. Although the present study is small, the results tentatively suggest a further investigation of the relationship between performance and self-efficacy beliefs might be fruitful. Studying how mathematical self-efficacy develops across school years and what factors facilitate its development could yield valuable implications for the field of mathematic education.