A Comparative Examination of Pre-Service Teacher Self-Efficacy Related to Literacy Instruction
Abstract
This study investigated differences in self-efficacy to teach literacy between two groups of pre-service teachers. The authors hypothesized that pre-service teachers enrolled in one program focusing on fewer grade levels (K–3) and requiring more literacy-focused courses would have higher self-efficacy than pre-service teachers enrolled in another program focusing on more grade levels (K–6) and requiring fewer literacy-focused courses. However, the opposite findings were realized. Moreover, results demonstrated that regardless of program, pre-service teachers felt less efficacious about teaching writing when compared to teaching reading. Implications for teacher educators and recommendations for literacy instruction are discussed.
Reference
Helfrich, S. R., & Clark, S. K. (2016). A Comparative Examination Of Pre-Service Teacher Self-Efficacy Related To Literacy Instruction". Reading Psychology, 37, 943-961.
Journal
Reading Psychology
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
- Midwestern USA
- western united states
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
87
Duration of Data Collection
Data Sources
- Teachers 'Sense of Efficacy for Literacy Instruction Scale (TSELS) (Johnson & Tschannen-Moran, 2003)
Data Analysis Tools
Researcher Positionality
Research Questions
Does the number of required literacy courses and program emphasis make a difference in pre-service teachers’ reported self-efficacy related to teaching literacy?
Is this research question explicit from the manuscript? Yes
Would pre-service teachers who completed more literacy coursework in a K–3 program have higher self-efficacy related to teaching reading and writing to children than pre-service teachers who completed fewer literacy courses in a K–6 program?
Is this research question explicit from the manuscript? Yes