High efficacy and the preservice reading teacher: A comparative study

Abstract

The purpose of this study was to investigate the differential impact of two field experiences, tutoring and observing, on preservice teachers’ reading self-efficacy and content knowledge. Participants completed an adapted, reading version of The Teacher Sense of Efficacy Scale (TSES). Results showed that both groups reported growth in reading self-efficacy and content knowledge; however, there was only a marginally significant difference between reading self-efficacy motivation scores. Mean score differences showed that the observers changed more in their reading efficacy than the tutors; however, a greater number of tutors found the field experience to be worth maintaining in future courses.

Reference

Haverback, H.R., & Parault, S.J. (2011). High efficacy and the preservice reading teacher: A comparative study. Teaching and Teacher Education, 27(4), 703–711. http://dx.doi.org/10.1016/j.tate.2010.12.001

Journal

Teaching and Teacher Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

mixed methods
Qualitiative
Quantitative

Geographic Setting

United States

Institutional Context

University based

Certification Level

Not stated

Programatic Focus

not stated

Research Location Context

field-based methods course

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

107

Duration of Data Collection

Academic Semester

Data Sources

adapted version of the Tschannen Moran and Woolfolk Hoy (2001) Teacher Self Efficacy Scale.
Interviews
pre-/post-assessment

Data Analysis Tools

ANOVA
factor analysis

Researcher Positionality

not stated

Research Questions

Were there differences in the amount of change in reading teacher efficacy and pedagogical knowledge in reading related to different reading field experiences, tutoring or observations? We hypothesized that preservice teachers who tutored would demonstrate more change in their reading teacher efficacy than preservice teachers who observed students during reading instruction.
Is this research question explicit from the manuscript? Yes

2. Was there a relation between efficacy and pedagogical knowledge? We hypothesized that there would be a positive relation between preservice teachers’ efficacy and pedagogical knowledge for both the observation and tutor groups.
Is this research question explicit from the manuscript? Unknown

3. Did preservice teachers who tutored perceive the field experience as being pertinent to their change in efficacy and course content knowledge more often than the preservice teachers who observed? We hypothesized that the tutor participants would report that the field experiences were more pertinent than the observer participants.
Is this research question explicit from the manuscript? Unknown