Abstract

This research was initiated as a proactive response to a major reform of the structures of initial teacher education (ITE) in Ireland to support best practice (Teaching Council, 2017). We are undergoing an iterative process of design research with the intention of investigating and refining the mathematics education modules undertaken by students on our undergraduate Bachelor of Education programme (Borko, Liston & Whitcomb, 2007).The first phase of the research involved the design of a module on Measures for 460 first year ITE students. Students’ perceptions of the module and their mathematics teacher efficacy beliefs were investigated using an online questionnaire based on Enochs, Smith and Huinker’s (2000) Mathematics Teacher Efficacy Beliefs Instrument (MTEBI). The second phase of data collection will commence soon. This involves inviting the same cohort to participate in focus group interviews.