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Professional development activities were associated with increases in self-efficacy, but—without considering mathematics knowledge for teaching—teachers with stronger mathematical preparation benefited more initially. Teachers with less mathematical background showed higher self-efficacy levels overall, and the early gap narrowed by the final measurement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/middle-level-mathematics-teachers-self-efficacy-growth-through-professional-development-differences-based-on-mathematical-background-article-9/593526/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/middle-level-mathematics-teachers-self-efficacy-growth-through-professional-development-differences-based-on-mathematical-background-article-9/593526.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the study compare teachers’ self-efficacy growth?","Question",{"text":112,"@type":113},"It used profile analyses to compare self-efficacy growth among teachers with more versus less mathematics background as they participated in professional development across two summers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was the overall effect of professional development on self-efficacy?",{"text":117,"@type":113},"Professional development activities were associated with increases in teachers’ self-efficacy.",{"name":119,"@type":110,"acceptedAnswer":120},"Did mathematical background affect who benefited more from professional development?",{"text":121,"@type":113},"Yes. Without considering mathematics knowledge for teaching, teachers with more mathematics background tended to benefit more than those with less background, although the gap closed by the last measurement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593526,1792165964,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 38 | Issue 4 | Article 9 |\n| --- | --- |\n| 2013\u003Cbr>Middle Level Mathematics Teachers’ Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background\u003Cbr>Tara Stevens\u003Cbr>Texas Tech University, [tara.stevens@ttu.edu](tara.stevens@ttu.edu)\u003Cbr>Zenaida Aguirre-Munoz\u003Cbr>Texas Tech University, [z.aguirre@ttu.edu](z.aguirre@ttu.edu)\u003Cbr>Gary Harris Texas Tech University\u003Cbr>Raegan Higgins Texas Tech University\u003Cbr>Xun Liu\u003Cbr>Texas Tech University |  |\n\nRecommended Citation  \nStevens, Tara; Aguirre-Munoz, Zenaida; Harris, Gary; Higgins, Raegan; and Liu, Xun (2013) \"Middle Level Mathematics Teachers’Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background,\"Australian Journal of  \nTeacher Education: Vol. 38: Iss. 4, Article 9.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol38/iss4/9](http://ro.ecu.edu.au/ajte/vol38/iss4/9)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss4/9](http://ro.ecu.edu.au/ajte/vol38/iss4/9)  \nAustralian Journal of Teacher Education  \nMiddle Level Mathematics Teachers’ Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background  \nTara Stevens  \nZenaida Aguirre-Munoz  \nGary Harris  \nRaegan Higgins  \nXun Liu  \nTexas Tech University, Lubbock, Texas  \nAbstract: Profile analyses were used to investigate differences in the selfefficacy growth of teachers with more and less mathematics background  \nas the teachers participated in professional development across two  \nsummers. Professional development activities were associated with  \nincreases in teachers’ self-efficacy; however, without considering  \nmathematics knowledge for teaching, teachers with more math  \nbackground tended to benefit more than those with less background.  \nNonetheless, teachers with less math background had higher levels of  \nteacher self-efficacy although this gap was closed by the last  \nmeasurement. Such considerations are important when designing  \nprofessional development as teachers may have different needs based on  \nspecific characteristics such as preparation in their teaching domain.  \nAround the world, interest in professional development for mathematics teachers has increased in response to the need for highly qualified educators who can successfully implement changing curriculum (Garet, Porter, Desimone, Birman, & Yoon, 2001; Huang & Bao, 2006) . The emphasis on professional development has resulted in not only improved development models (Loucks-Horsley et al., 2010) but the demand for quality evaluation. Borko (2004) described the research strategies typically used to evaluate professional development and made suggestions for future investigations. Borko recommended that researchers explore whether professional development programs designed for teachers of one academic level, such as grades, years, or stages are appropriate for use with teachers who teach other levels. Borko also encouraged this exploration between academic domains to investigate whether professional development strategies used with teachers of one academic subject, for example, mathematics, are just as effective as when they are used with teachers of another subject, such as science. Because U.S. mathematics teachers vary in their levels of content expertise and background, one should also ask if professional development is effective for teachers at the same grade level but who have differing levels of mathematical background. The purpose of the present study was to compare teachers’ reported self-efficacy as they advanced through a professional development program with that of other teachers who had received less formalised training in mathematical content knowledge.  \nVol 38, 4, April 2013 144  \nAustralian Journal of Teacher Education  \nTeachers’ Mathematical Preparation  \nBall, Lubienski, and Mewborn (2001) speculated that teachers taking more advanced univ","cbCaiqx3RSzH2OmH","https://ap.wps.com/l/cbCaiqx3RSzH2OmH","pdf",1760004,22,"English","# Abstract\n## Study purpose and comparison\n## Role of professional development activities\n## Influence of mathematical background and teacher self-efficacy","[{\"question\":\"How did the study compare teachers’ self-efficacy growth?\",\"answer\":\"It used profile analyses to compare self-efficacy growth among teachers with more versus less mathematics background as they participated in professional development across two summers.\"},{\"question\":\"What was the overall effect of professional development on self-efficacy?\",\"answer\":\"Professional development activities were associated with increases in teachers’ self-efficacy.\"},{\"question\":\"Did mathematical background affect who benefited more from professional development?\",\"answer\":\"Yes. Without considering mathematics knowledge for teaching, teachers with more mathematics background tended to benefit more than those with less background, although the gap closed by the last measurement.\"}]","Middle Level Mathematics Teachers’ Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background - Article 9 | PDF",1792077415,55]