The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is a domain-specific modification of the Science Teaching Efficacy Belief Instrument (STEBI). The MTEBI measures pre-service teacher's beliefs regarding mathematical instruction, students' ability to learn mathematics and teacher's sense of efficacy in teaching mathematics.
Access and Use
DeAnn Huinker, firstname.lastname@example.org
Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers?. School Science and Mathematics, 106(7), 306-315. https://doi.org/10.1111/j.1949-8594.2006.tb17921.x
Swars, S. L., Smith, S. Z., Smith, M. E., Carothers, J., & Myers, K. (2018). The preparation experiences of elementary mathematics specialists: Examining influences on beliefs, content knowledge, and teaching practices. Journal of Mathematics Teacher Education, 21(2), 123-145. https://doi.org/10.1007/s10857-016-9354-y
Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194-202. https://doi.org/10.1111/j.1949-8594.2000.tb17256.x