Preservice Teachers’ Content Knowledge and Self-Efficacy for Teaching Reading

Abstract

This mixed methods study examined preservice teachers' growth in content knowledge and self-efficacy for teaching reading as they participated in a literacy course/reading clinic practicum with those not enrolled in the experience. Groups were compared on three measures using a pretest–posttest design. Additionally, five preservice teachers from the treatment group were interviewed at three points during the semester. Quantitative measures documented that both groups began the semester with moderately high self-efficacy and low content knowledge, but the treatment group ended the semester with more significant gains in knowledge and self-efficacy. Content knowledge and self-efficacy were highly correlated at the end of the semester, indicating that as preservice teachers gained knowledge, they also gained self-efficacy. Qualitative interviews provided insights into the factors that facilitated the growth.

Reference

Leader-Janssen, E. M., & Rankin-Erickson, J. L. (2013). Preservice teachers' content knowledge and self-efficacy for teaching reading. Literacy Research and Instruction, 52(3), 204-229.

Journal

Literacy Research and Instruction

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

mixed methods
Quasi-experimental

Geographic Setting

midwest

Institutional Context

University based

Certification Level

Not stated

Programatic Focus

not stated

Research Location Context

University

Preservice Participants

Not stated

Preservice Sample Size

Duration of Data Collection

4 to 6 months

Data Sources

Comprehension test
Interviews
Survey

Data Analysis Tools

Constant comparative analysis
Content analysis
Statistical analysis

Researcher Positionality

Inside (preservice/inservice teacher studying their own practice)

Research Questions

What differences are seen in content knowledge for reading of preservice teachers involved in a literacy course/reading clinic practicum compared to preservice teachers not involved in the literacy course/reading clinic practicum?
Is this research question explicit from the manuscript? Yes

What change in self-efficacy for teaching reading is seen over time as preservice teachers apply new skills and knowledge in a reading clinic practicum?
Is this research question explicit from the manuscript? Yes

What is the relationship between self-efficacy and content knowledge for the teaching of reading for these preservice teachers? Does content knowledge mediate self-efficacy?
Is this research question explicit from the manuscript? Yes

How do preservice teachers describe their content knowledge and self-efficacy for teaching reading before, during, and after a semester of working with a struggling reader?
Is this research question explicit from the manuscript? Yes

To what extent do data from the quantitative measures and the themes in the qualitative inquiries complement or fail to complement one another?
Is this research question explicit from the manuscript? Yes