A Comparative Examination of Pre-Service Teacher Self-Efficacy Related to Literacy Instruction

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-effica...

Full description

Saved in:
Bibliographic Details
Published in:Reading psychology 2016-10, Vol.37 (7), p.943-961
Main Authors: Helfrich, Sara R., Clark, Sarah K.
Format: Article
Language:English
Subjects:
Comparative Analysis
Elementary Education
Hypothesis Testing
Instructional Program Divisions
Literacy Education
Preservice Teachers
Reading Instruction
Scores
Self Concept Measures
Self Efficacy
Statistical Analysis
Statistical Inference
Teacher education
Teachers
United States (Midwest)
United States (West)
Writing Instruction
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:0270-2711
1521-0685
DOI:10.1080/02702711.2015.1133466