A Comparative Examination of Pre-Service Teacher Self-Efficacy Related to Literacy Instruction. Issue 7 (2nd October 2016)

• Record Type: Journal Article
• Authors: Helfrich, Sara R.; Clark, Sarah K.
• Is Part Of: Reading psychology. Volume 37:Issue 7(2016)
• Page Start: 943
• Page End: 961
• Publication Date: 2016-10-02
• Subjects: Reading, Psychology of -- Periodicals; 418.4
• DOI: 10.1080/02702711.2015.1133466
• Languages: English
• ISSNs: 0270-2711

Abstract

Abstract : 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.