A Fresh Perspective on Preservice Teacher Reading Efficacy Beliefs
Abstract
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"This research examined preservice teachers' efficacy in the domain of reading. The Teacher Sense of Efficacy Scale (TSES) was adapted to create a domain specific reading TSES (RTSES). This scale was used to investigate how high efficacy was in pre-service teachers before entering a course and before completing a mastery experience in reading. Analyses of pre-test data showed that participants rated themselves as having fairly high teacher efficacy in the domain of reading. Although preservice teachers had high efficacy scores, they did not have any experience in teaching reading. Therefore, one may question on what these preservice teachers based their efficacy. This question suggests that there is a need for more research to further investigate if high efficacy, not based on experience, is a benefit to preservice teachers."
Reference
Haverback, H. R. (2009). A fresh perspective on preservice teacher reading efficacy beliefs. Reading Improvement, 46(4), 214-220.
Journal
Reading Improvement
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- early childhood
- Elementary
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
120
Duration of Data Collection
Data Sources
- Teacher Sense of Efficacy Scale (TSES) known as the Reading Teacher Sense of Efficacy Scale (RTSES)
Data Analysis Tools
- Descriptive Analysis
- no analysis stated
Researcher Positionality
- Inside (studying their own programs)
- not stated
Research Questions
How do preservice teachers rate their reading teacher efficacy beliefs before having mastery experiences learning about or teaching reading? (p. 215).
Is this research question explicit from the manuscript? Yes