Dr. Rebecca Luce-Kapler, Associate Dean Graduate Studies and Research, is pleased to invite you 
to attend a presentation by Dr. Jamie Pyper: 

Larger, more complex frameworks for teacher efficacy, 
and understanding teacher practice  

Thursday, November 15, 2012 
1:00 pm - 2:00 pm
Vernon Ready Room (A115)
Duncan McArthur Hall

Everyone Welcome! Please RSVP to Erin Wicklam

Dr. Jamie Pyper is an Assistant Professor and the Coordinator of the Mathematics, Science, and Technology in Education (MSTE) Group in the Faculty of Education.

Abstract: I have two, at times distinct, and at other times interwoven, research trajectories; i., teacher efficacy (Bandura, 1997; Tschannen-Moran & Woolfolk Hoy, 2001) (teacher beliefs (Rotter, 1966, 1982), orientations (Feimen-Nemser, 1990), concerns (Borich & Tombai, 1997; Fuller & Bown, 1975)) and how this translates into teachers’ classroom behaviours and pedagogical decisions, and ii., ‘mathematics for teaching’ (MfT) (Davis & Simmt, 2006; Simmt, 2011) - a contextualized and enhanced interpretation of pedagogical-content-knowledge through the lens of social semiotics (Halliday, 1978; O'Halloran, 2005, 2008), intertextuality (Lemke, 1992), etc. Both of these trajectories are contextualized in intermediate/senior mathematics education, however, the underlying conceptions can also be considered generalizable into other contexts by the listener/reader. 

Brief descriptions of these two research trajectories will be provided, such as theoretical frameworks, and applied and potential methodological stances. A detailed look at one particular study of preservice intermediate/senior mathematics teacher efficacy will be presented. In addition, a brief look at preliminary results from an “MfT” study will be presented along with an exploration of the anticipated impact of results from such research foci. 

Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: W.H. Freeman.

Borich, G. D., & Tombai, M. L. (1997). Educational Psychology: a contemporary approach (2nd ed.). New York: Longman.

Davis, B., & Simmt, E. (2006). Mathematics-for-teaching: An ongoing investigation of the mathematics that teachers (need to ) know. Educational Studies in Mathematics, 61, 293-319. doi: 10.1007/s10649-006-2372-4

Feimen-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 150-170). New York: Macmillan.

Fuller, F. F., & Bown, O. H. (1975). Becoming a teacher. In K. Ryan (Ed.), Teacher Education (74th yearbook of The National Society for the Study of Education, Part II) (pp. 25-52). Chicago: University of Chicago Press.

Halliday, M. A. K. (1978). Language as a social semiotic: the social interpretation of language and meaning. London: Edward Arnold.

Lemke, J. L. (1992). Intertextuality and educational research. Linguistics and Education, 4, 257-267. 

O'Halloran, K. L. (2005). Mathematical discourse: Language, symbolism and visual images. London, England: Continuum.

O'Halloran, K. L. (2008). Systemic functional-multimodal discourse analysis (SF-MDA): constructing ideational meaning using language and visual imagery. Visual Communication, 7(4), 443-475. 

Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1-28. 

Rotter, J. B. (1982).The development and application of social learning theory: Selected papers. New York, NY.: Praeger Publishers.

Simmt, E. (2011). Teacher expertise explored as mathematics for teaching. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction (pp. 151-164). USA: Springer 

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.