Shedding light on preservice teachers’ domain specific self-efficacy
Abstract
The purpose of this study was to investigate preservice teachers’ efficacy beliefs across domains in a reading-specific methods course. Participants were preservice teachers in a state required reading methods course. During this course, preservice teachers were required to work with an elementary student in reading and write a case study linking theory to practice. At the beginning and end of the course, participants completed a battery of adapted, domain-specific versions of the Teacher Sense of Efficacy Scale. Results showed that preservice teachers reported a significant increase in their sense of efficacy within each domain. However, efficacy beliefs differed with regard to domain.
Reference
Haverback, H. R., & McNary, S. (2015). Shedding light on preservice teachers' domain specific self-efficacy. Teacher Educator, 50(4), 272-282.
Journal
The Teacher Educator
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
- longitudinal
- Pre-test, Intervention, Post-test
- Quantitative
Geographic Setting
Institutional Context
Certification Level
- early childhood
- Elementary
Programatic Focus
- early childhood education
- Elementary
Research Location Context
- Language arts methods
- Reading and language arts methods course
- Reading methods
Preservice Participants
- undergraduate preservice teachers
- undergraduates in a Reading Methods course
Preservice Sample Size
45
Duration of Data Collection
Data Sources
- Teacher Sense of Efficacy Scale (TSES) known as the Reading Teacher Sense of Efficacy Scale (RTSES)
- Teacher Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001), adapted for current study
Data Analysis Tools
- Correlation
- Paired T-test
Researcher Positionality
Research Questions
Were there changes in preservice teachers’ self-efficacy beliefs within different domains over the period of a semester?
Is this research question explicit from the manuscript? Yes
Were there relations between the preservice teachers’ reading self-efficacy beliefs and self-efficacy beliefs in other domains?
Is this research question explicit from the manuscript? Yes
Did preservice teachers report more change in reading self-efficacy beliefs than in the other domains?
Is this research question explicit from the manuscript? Yes
Did preservice teachers’ self-efficacy beliefs differ by domain?
Is this research question explicit from the manuscript? Unknown