Examination of secondary mathematics teachers' mathematics teaching anxiety and teaching belief in the context of teaching practice course

The aim of this study is to examine whether face-to-face or distance teaching practice courses in education faculties have a significant effect on secondary school mathematics teachers' anxiety and efficacy beliefs towards teaching mathematics. At the same time, it was examined whether the gender variable significantly affected mathematics teaching efficacy beliefs and concerns. The relational screening model, one of the quantitative research approaches, was used in the study. The sample of the study consists of mathematics teachers who receive teaching practice remotely and face to face. In order to collect data from the participants for the purpose, "Mathematics Teaching Self-Efficacy Belief Scale", "Mathematics Teaching Anxiety Scale" and "Personal Information Form" were used. In the analysis of the data obtained from mathematics teachers, two-way ANOVA, independent t-test and Mann Whitney U test were used to examine mathematics teaching concerns and efficacy beliefs in terms of gender and teaching practice course. As a result of the analysis of the data, it was revealed that teaching the teaching practice course remotely had no effect on mathematics teachers' mathematics teaching anxiety and efficacy beliefs. At the same time, it has been revealed that there is no significant difference in the mathematics teaching efficacy belief levels in terms of gender of teachers who have received teaching practice remotely and face to face. It was determined that gender had a significant effect in favor of male teachers in the mathematics teaching anxiety, self-confidence sub-dimension and field knowledge sub-dimension of mathematics teachers who received teaching practice remotely, but gender did not have a significant effect on mathematics teaching efficacy beliefs.