A Comparative Examination of Pre-Service Teacher Self-Efficacy Related to Literacy Instruction
teachers, literacy instruction, comparative examination
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.
Original Publication Citation
Helfrich, S. R., & Clark, S. K., (2016). A comparative examination of preservice teacher self-efficacy related to literacy instruction. Reading Psychology, 1-19. DOI: 10.1080/02702711.2015.1133466
BYU ScholarsArchive Citation
Helfrich, Sara R. and Clark, Sarah, "A Comparative Examination of Pre-Service Teacher Self-Efficacy Related to Literacy Instruction" (2016). Faculty Publications. 3002.
David O. McKay School of Education
Educational Inquiry, Measurement, and Evaluation
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