Date of Award
Education, Teacher Training.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
This study investigated the relationship between preservice teachers' mathematical and language arts learning histories and beliefs about their (1) attribution of students' achievement, (2) self-efficacy as future teachers, and (3) other subject-/topic-related perceptions. The belief most closely linked to the learning history was the self-efficacy as future teachers. The group with a less favourable mathematical learning history and a more favourable language arts learning history believed they were significantly less able to influence students' effort, interest, and achievement in mathematics compared to language arts. In addition, when groups were compared, preservice teachers with a less favourable mathematical learning history believed they were significantly less able to influence students' mathematical achievement compared to those with a more favourable mathematical learning history. The group of preservice teachers with a favourable learning history in both subjects consistently attributed effort or lack of effort as being more applicable in explaining students' achievement. Both groups were found to share the belief that a successful mathematics student would probably be male while a successful language arts student would probably be female. (Abstract shortened by UMI.) Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1991 .K455. Source: Masters Abstracts International, Volume: 30-04, page: 1014. Thesis (M.Ed.)--University of Windsor (Canada), 1990.
Kellenberger, David W., "Preservice teacher beliefs related to mathematics and language arts." (1990). Electronic Theses and Dissertations. 3181.