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?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- mixed methods
- Qualitiative
- Quantitative
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field-based methods course
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
107
Duration of Data Collection
Data Sources
- adapted version of the Tschannen Moran and Woolfolk Hoy (2001) Teacher Self Efficacy Scale.
- Interviews
- pre-/post-assessment
Data Analysis Tools
Researcher Positionality
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