Preschool teachers' knowledge and self-efficacy needed for teaching geometry: Are they related?

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


This chapter focuses on methodological issues related to investigating preschool teachers’ self-efficacy for teaching geometry. The first issue discussed is the specificity, as opposed to the generality, of self-efficacy and the need to design instruments which are sensitive to this aspect of self-efficacy. Specificity may be related to content, in this case geometry and the specific figures under investigation. In other words, self-efficacy for teaching triangles may differ from self-efficacy for teaching pentagons. Self-efficacy may also be related to the specific action being performed, such as designing tasks for promoting knowledge versus designing tasks for evaluating knowledge. The chapter also investigates the relationship between preschool teachers’ knowledge and self-efficacy for identifying geometrical figures, presenting a method for studying this relationship but also raising questions related to this method. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Original languageEnglish
Title of host publicationFrom beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions.
EditorsBirgit Pepin, Bettina Roesken-Winter
Place of PublicationCham, Switzerland
PublisherSpringer International Publishing AG
Number of pages19
ISBN (Electronic) 978-3-319-06808-4
ISBN (Print)978-3-319-06807-7
StatePublished - 2015

Publication series

NameAdvances in mathematics education.


  • *Geometry
  • *Preschool Teachers
  • *Self-Efficacy
  • *Teaching
  • Teaching Methods


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