Factors influencing Japanese pre-service teachers’ self-efficacy in teaching mathematical modelling

Abstract This study investigates the complex dynamics of factors and their interactions that influence pre-service teachers’ (PSTs) self-efficacy in teaching mathematical modelling. It focuses on influencing PSTs’ self-efficacy through a series of sessions, including international exchanges, experimental teaching, and poster presentations. The central research question explores how specific factors encountered during these experiences contribute to PSTs’ self-efficacy in teaching modelling. Using a qualitative approach, the study integrates Longitudinal Design and Narrative Approaches, with reflective writing from four Japanese PSTs to provide cognitive psychological insights. Beyond the expected impact of pedagogical content knowledge (PCK), this study highlights the significant influence of cultural and educational environments and epistemological beliefs in enhancing PCK for teaching modelling. Analyzing these factors and their interactions throughout the sessions emerged as a potent method for influencing PSTs’ self-efficacy. This study underscores the importance of considering a comprehensive array of factors in teacher preparation programs on mathematical modelling.