This study compared mathematics teaching efficacy beliefs of elementary preservice teachers in South Korea. Data was collected by administering a Korean-translated Mathematics Teaching Efficacy Beliefs Instrument to 106 elementary preservice teachers in a national university of education in South Korea. Analysis of data revealed that preservice teachers at the end point (seniors) of the program had significantly lower personal efficacy and outcome expectancy in mathematics teaching than those of preservice teachers at the beginning (sophomores) of the program. Heavy content coursework and cultural influence are discussed as potential factors to this result.

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