A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction
Abstract
This study explored Canadian and American pre-service elementary teachers’ self-efficacy beliefs for literacy instruction, as well as the contextual factors (i.e., course and field experiences) that contribute to these self-efficacy beliefs. Survey data were collected over a two-year period at the beginning and end of a required elementary literacy methods course that assessed pre-service teachers’ self-efficacy for literacy instruction. A content analysis of the American and Canadian literacy methods course syllabi was also conducted. Paired
t test results showed no significant difference in pre-service teachers’ literacy teaching self-efficacy scores from pre-test to post-test; however, there was a significant difference in the pre-service teachers’ literacy efficacy beliefs related to oral reading from the beginning to the end of the course. A weak negative correlation was found between the Canadian pre-service teachers’ total
Teachers’ Sense of Efficacy for Literacy Instruction (
TSELI; Tschannen-Moran & Hoy,
2011) scores and their teaching experience specific to literacy instruction,
r = − .1,
p = .04. There was a positive correlation between Canadian pre-service teachers’ self-efficacy scores related to engagement and differentiated instruction and their volunteer and work experiences. A positive correlation existed between Canadian and American pre-service teachers’ self-efficacy for reading/writing connections and university coursework related to literacy instruction. Implications for literacy teacher educators and recommendations for literacy instruction are discussed.
Reference
Ciampa, K., & Gallagher, T. L. (2018). A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction. Reading and Writing, 31(2), 457-481.
Journal
Reading and Writing: An Interdisciplinary Journal
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
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
173
Duration of Data Collection
Data Sources
- Survey
- Syllabi from University courses
- TSELI survey
Data Analysis Tools
- Content analysis
- Correlation
- t-test
Researcher Positionality
Research Questions
How do literacy teaching self-efficacy beliefs of pre-service elementary teachers in Canada and the USA change over the duration of a literacy methods course?
Is this research question explicit from the manuscript? Yes
What is the relationship between contextual classroom-level factors (i.e., literacy-related university coursework, volunteer and fieldwork experience) and self-efficacy beliefs among Canadian and American pre-service teachers?
Is this research question explicit from the manuscript? Yes