Mathematics Teachers’ Self-Efficacy in Using Problem-Based Learning for the Fourth Industrial Revolution

Aline Dorimana (), Alphonse Uworwabayeho and Gabriel Nizeyimana
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Aline Dorimana: University of Rwanda, College of Education (URCE)
Alphonse Uworwabayeho: University of Rwanda, College of Education (URCE)
Gabriel Nizeyimana: University of Rwanda, College of Education (URCE)

Chapter Chapter 7 in Mathematics Education in Africa, 2022, pp 115-130 from Springer

Abstract: Abstract Mathematics teachers’ educators continuously explore ways to improve learning standards. This becomes more than a requirement within the current emerging technology and market demands of the Fourth Industrial Revolution (4IR). However, actual teachers’ teaching practices reveal difficulties in satisfying these requirements. The present book chapter analyses the implementation of the Problem-based Learning (PBL) model by secondary school mathematics teachers’ self-efficacy in Rwanda as one way of equipping learners with skills for the 4IR. We used evidence of data gathered over 14 weeks of intervention and collaboration between teachers and a university researcher. The study used a mixed-methods design with one case study for two upper secondary mathematics teachers. Data were collected through classroom observations, interviews, and lesson plan checks. The study results showed that PBL was designed to support teachers in developing problem-solving abilities centred their teaching practices on learners. The results also show that teachers’ self-efficacy has improved. The mechanisms by which self-efficacy is developed are discussed in this paper. Finally, the chapter formulates recommendations and suggests further studies in the field.

Keywords: Problem-based learning; Fourth industrial revolution; Teachers’ self-efficacy (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-031-13927-7_7

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DOI: 10.1007/978-3-031-13927-7_7

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