This descriptive study aims to analyze personality traits associated with gender and attitudes and self-efficacy towards teaching science and mathematics in pre-service primary teachers. Convenience sampling was used to select 92 pre-service primary teachers in Chile, who were administered a set of instruments to measure these variables; these instruments have displayed adequate levels of validity and reliability. Results show that an important percentage of pre-service primary teachers have low levels of self-efficacy and attitudes toward teaching these subjects and have personality traits that indicate marked gender stereotypes. Furthermore, the measured variables together generate distinct profiles of pre-service primary teachers. The implications of these results are discussed in relation to creating more equitable school environments that strive to attract more students, especially girls, to engage in science and mathematics.
|Number of pages
|Eurasia Journal of Mathematics, Science and Technology Education
|Published - 5 Jan 2022
Bibliographical noteFunding Information:
Author contributions: All authors have sufficiently contributed to the study, and agreed with the results and conclusions. Funding: This work is supported by the research grant "Fondo de Apoyo a la Investigación (FAI)", Universidad de los Andes, Chile. Declaration of interest: No conflict of interest is declared by authors.
This work is supported by the research grant "Fondo de Apoyo a la Investigaci?n (FAI)", Universidad de los Andes, Chile.
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- Gender Stereotypes
- Math Instruction
- Pre-service primary teachers
- Science Instruction