Pre-service teachers’ knowledge of phonemic awareness: Relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture
Abstract
This study examined the relations among perceived and actual knowledge of phonemic awareness (PA), exposure to PA instruction during practicum, and self-efficacy for teaching PA in a sample of 54 teacher candidates (TCs) enrolled in a 1-year Bachelor of Education program in a Canadian university. It also assessed the effects of a brief multimedia enhanced lecture on TCs’ actual knowledge of PA and efficacy ratings. Prior to the lecture, teacher candidates’ scores on the PA assessment were relatively low with a mean percentage correct of 56.3 %. Actual knowledge was not significantly correlated with perceived knowledge or self-efficacy ratings. Perceived knowledge was significantly and positively correlated with efficacy ratings and students’ rating of their exposure to PA instruction during their practicum experience. A path analysis revealed that the relationship between exposure to PA instruction and self-efficacy beliefs was mediated by perceived knowledge controlling for actual knowledge and general prior experience working with young children. Analyses also revealed that TCs made significant gains in self-efficacy as well as actual knowledge when reassessed after the lecture with a mean post-lecture score of 71.4 %. Written feedback from the TCs indicated that the digital video clips included in the lecture provided clarity regarding the type of instructional practices that teachers could use to support phonemic awareness development in children. Implications for practice and future research on teacher preparation are discussed.
Reference
Martinussen, R., Ferrari, J., Aitken, M. & Willows, D. (2015). Pre-service teachers' knowledge of phonemic awareness: Relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture. Annals of Dyslexia 65, 142-158. http://dx.doi.org/10.1007/s11881-015-0104-0
Journal
Annals of Dyslexia
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
- Positivist/Post Positivist (quantitative)
- Quantitative
- Quasi-experimental
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post bachs (university based program)
Preservice Sample Size
Duration of Data Collection
Data Sources
- pre-/post-assessment
- Pre/Post survey
Data Analysis Tools
- Correlation
- Descriptive Analysis
- Statistical analysis
Researcher Positionality
Research Questions
Is perceived knowledge of phonemic awareness related to teacher candidates’ actual knowledge and/or their exposure to phonemic awareness instruction in their practicum placement? Do perceived knowledge, actual knowledge, and exposure account for unique variance in teacher candidates’ self-efficacy for teaching phonemic awareness?
Is this research question explicit from the manuscript? Yes
Will teacher candidates show improvements in their knowledge of phonemic awareness after receiving a 1-h multimedia-enhanced module and will they perceive the module as useful? Will teacher candidates who received the structured phonological and phonemic awareness practice activities show greater knowledge of phonemic awareness than those who engaged in guided discussions of the same topics?
Is this research question explicit from the manuscript? Yes