The aim of this study is to examine the relationship between pre-service teachers’ anxiety levels in relation to teaching of mathematics and their mathematics anxiety levels, as well as to determine gender differences in these two anxieties. A total of 316 pre-service teachers were involved in this study. Of the total, 100 were pre-service primary school teachers, 115 were pre-service elementary mathematics teachers, and 101 were pre-service secondary mathematics teachers. A 23-item Mathematics Teaching Anxiety Scale and a 45-item Mathematics Anxiety Scale were used in data collection. Data analysis involved Pearson Product Moments Correlation Coefficient analysis in order to investigate the relationship between mathematics teaching anxiety and mathematics anxiety and an independent samples t-test in order to examine gender differences in mathematics teaching anxiety and mathematics anxiety. The results indicated a positive, moderate relationship between pre-service teachers’ mathematics teaching anxiety and mathematics anxiety. No significant gender differences were found in pre-service teachers’ mathematics teaching anxiety and mathematics anxiety
How knowledge is acquired in various disciplines or the existence of other knowledge sources have been the focus of more recent research. Three types of knowledge have been specified in relation to the teaching of a discipline content, pedagogical and pedagogical content knowledge. Teachers and teacher trainees are expected to have expertise on these three knowledge areas. Within the process individuals develop epistemological beliefs. Little research exists which studies how similar/different mathematics and social sciences students are in terms of their epistemological beliefs. Therefore, the aim of this research was to investigate whether mathematics and social sciences teacher trainees differed in terms of their epistemological beliefs and if they did to test these differences with regards to certain variables. The sample consisted of mathematics and social sciences teacher trainees registered at four departments of two education faculties at two universities in Turkey. The data was collected using an ‘Epistemological Beliefs Scale’ and a background information schedule. The results indicated gender differences in all three sub-scales of the epistemological beliefs scale. A difference in terms of discipline was also observed in the ‘belief that learning depends on ability’ factor of the epistemological beliefs scale.
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