شبكة المعلومات العربية التربوية

This intervention study explored the possibility of enhancing mathematics beliefs and teaching efficacy of prospective middle/high school mathematics teachers as a result of studying a methods course and involvement in mathematics teaching analysis in the context of an online video club. A total of 26 female prospective mathematics teachers enrolled in a methods course at the United Arab Emirates University filled out the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) and the Mathematics Beliefs Instrument (MBI), at the start and the end of the course. In order to study whether an online video club would add to the two variables, the participants were divided equally into two groups, experimental and control. The experimental group was involved in video lesson analysis and discussions through Blackboard technology. Results showed that both mathematics beliefs and teaching efficacy beliefs of both groups significantly improved at the end of the methods course, and that the online video club significantly added to both mathematics beliefs and teaching efficacy of the experimental group. (Published abstract)