This study investigated developmental trajectories of novice elementary teachers’ efficacy beliefs (i.e., personal teaching efficacy and outcome expectancy) and their mathematical knowledge for teaching (MKT). Overall, study findings indicated growth in participants’ personal efficacy beliefs and in various assessments for dimensions of MKT. Additional relationships between participants’ MKT trajectories and their mathematics efficacy beliefs trajectories were found. Findings from our study can help teacher educators, researchers, and school leaders in better understanding how novice teachers develop their MKT and their teaching efficacy beliefs during the teacher education program and in their first years of teaching.

这项研究调查了新手基础教师的效能信念（即，个人教学效能和成果期望）及其数学教学知识（MKT）的发展轨迹。总体而言，研究结果表明，参与者的个人效能信念和对MKT维度的各种评估均有所增长。发现参与者的MKT轨迹与其数学效能信念轨迹之间的其他关系。我们的研究结果可以帮助教师教育者，研究人员和学校领导者更好地了解新手教师在教师教育计划期间和教学的第一年中如何发展他们的MKT和他们的教学效能信念。