Mathematics is a key discipline in the integral formation of citizens, since the mathematical competence of individuals is increasingly necessary to meet the demands of the society of the s. XXI. This importance is not only reflected in our daily experience and in the curricula of compulsory education, but is also a reason for international evaluations by prestigious organizations such as the Organization for Economic Cooperation and Development (OECD) or the International Association for the Evaluation of Educational Performance (IEA), that provide the PISA and the TIMSS test, respectively, to measure the mathematical performance of students from different nations. Within such context, the social impact of the performance of mathematics teachers in compulsory education is increasing and their training, therefore, should be a priority object of constant observation and analysis.

Teaching beliefs play an essential role within the analysis of mathematics teachers' performance. Research has pointed out the relationship between teachers' beliefs and their teaching practice in science and mathematics (Cady, Meier & Lubinski, 2006; Lui and Bonner, 2016; Pruski et al., 2013; Uysal & Dede, 2016; a review can be seen in Mapolelo & Akinsola, 2015). This poster is concerned with preservice elementary teachers' beliefs about their own capability to teach mathematics. The starting question of the research is the following: Do preservice teachers think they are capable of teach mathematics?

Self-efficacy beliefs to teach Mathematics

This question can be addressed from the theory of social learning (Bandura, 1977, 1986). Under this approach, individuals beliefs their own abilities (efficacy beliefs) have observable effects on their behavior, thus beliefs somehow determine individuals' success and failure. Bandura (1977) emphasised that these efficacy beliefs can be understood from two components: self-efficacy and outcome expectancy. The degree of belief of individuals about their own ability to perform a task is described through self-efficacy. The outcome expectancy refers the belief about the results one anticipates from having performed this task.

Self-efficacy and outcome expectancy describe individuals' own beliefs that determine both their actions and their approaches in complex situations within work contexts, such as learning and decision-making. Enochs and Riggs (1990) proposed a scale, based on these two dimensions, to observe the degree of influence of beliefs of efficacy on teachers in initial science education. Subsequently, Enochs, Smith and Huinker (2000) adapted and validated such scale for the teaching of Mathematics. Those studies gave rise to the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), which has been used to analyse efficacy beliefs in later papers (see, for instance, Albayrak & Unal, 2011). Some of them have exposed the relationship among self-efficacy and other different factors related to the mathematics teacher professional performance. Regarding the mathematics teaching anxiety, Peker (2016) found that content knowledge, teaching knowledge, and self-confidence dimensions of anxiety had a negative effect on self-efficacy beliefs toward mathematical teaching. Regarding content knowledge and pedagogical content knowledge, Montejo-Gámez & Marín-Jiménez (2020) discovered that preservice teachers who passed university courses focused on mathematical content knowledge showed higher levels of self-efficacy to teach mathematics than those who passed the courses focused on mathematics teaching. These authors also found that there are sociocultural factors such as vocation, cultural background and teaching experience, that allow establishing different self-efficacy profiles among preservice teachers.

Purpose

Despite the wide literature that analyses self-efficacy, the outcome expectancy is not well understood yet. That is the starting point of this research: to explore preservice elementary teachers' outcome expectancy about mathematics teaching. More specifically, the research aims for describing it, finding out sociocultural factors that determine it and identifying students' profiles that contribute to explain whether preservice teachers see themselves as capable of teaching mathematics.

Participants The sample is composed of 65 students (55.38% women) in different years of their elementary teacher’s degree studies at the University of Granada (Campus of Ceuta). The group presents heterogeneity in terms of age, religious worship, vocation (14.5% of students say they study this grade without a teaching vocation), dedication (46.9% of participants declare that the degree is their only occupation) and approved subjects from the area of mathematics education. In addition, 43.1% of the students in the group have teaching experience. At this point, it should be emphasised that this universitary degree includes three subjects related to mathematics: one of them which is focused on mathematical content knowledge and other two subjects which emphasise aspects of mathematics teaching. Instrument and variables A survey with two different parts was prepared for the data gathering. In the first one, social and academic data were collected to draw a profile of the students within the analyzed context: age, sex, religion, course in which they are enrolled, main dedication (degree or other studies), vocation and subjects of the area of approved grade math (there are three subjects in this grade). The second part of the survey contains the items of the MTEBI instrument (Enochs et al., 2000) that was translated to Spanish through a translation procedure, reverse translation into English and comparison of the items obtained. In this instrument, items 1, 4, 7, 9, 10, 12, 13 and 14 measure the outcome expectancy, which offered a Cronbach's alpha of 0.588 (0.605 if typified elements are used). In this way, the questionnaire prepared contains 16 variables: 8 of a social and academic nature and 9 related to outcome expectancy (the 8 items of the MTEBI scale and the sum of all of them, OE), which were treated as quantitative variables. Participants completed the questionnaire independently for 30 minutes, which provided 65 written records. Analytic procedure To describe the outcome expectancy, it was acted in two stages. Variable OE, together with the values in the particular items, allowed the descriptive analysis of the expected findings. In addition, U Mann-Whitney or Kruskal-Wallis contrasts (depending on how many were compared) were used to analyse the dependence of the factors' outcome expectancy: sex, course, religion, vocation, dedication, practice and approved subjects. Afterwards, the expected findings profiles were searched through a hierarchical cluster analysis that allowed defining groups of students according to their outcome expectancy.

Regarding the description of preservice elementary teachers' outcome expectancy, the median value of all items is 4 except for item 1 (When a student does better than usual in mathematics, it is often because the teacher exerted a little extra effort) that is 3. Item 9 (The inadequacy of a student’s mathematics background can be overcome by good teaching) shows the highest average value. Concerning the sociocultural factors that determine outcome expectancy, no significant differences were found respect to gender, religion, dedication and teaching experience. Nevertheless, item 1 does show differences , where students in their 3rd year provide the highest scores whereas those in their 4th year provided the lowest scores. Besides, students who claim to have teaching vocation obtained the highest score in item 9. Finally, students who passed the courses on mathematics teaching showed less outcome expectancy than students who had not passed those courses yet. The analysis of the students profiles lead to three clusters: -The first one is made up of 46 students, they are students with high medium OE score (29.48, sd=1.56). Most of them were in their second year and declared high vocation, the majority had passed the course focused on mathematical content knowledge. -Cluster 2 is made up of 10 students, they are students with a high OE score (35.70, sd=1.34). Their sociocultural profile is similar to the cluster 1 except for their teaching experience, which is higher in this cluster than in the cluster 1. -Cluster 3 is made up of 9 students, they have the lowest OE score (24.22, sd=1.39). Students in this group are mainly men and they are equally distributed between their second, third and fourth year. They declare to have less vocation than individuals of the other clusters and the third part of them have teaching experience.

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