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

Autor/inn/en	Helfrich, Sara R.; Clark, Sarah K.
Titel	A Comparative Examination of Pre-Service Teacher Self-Efficacy Related to Literacy Instruction
Quelle	In: Reading Psychology, 37 (2016) 7, S.943-961 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2015.1133466
Schlagwörter	Comparative Analysis; Preservice Teachers; Self Efficacy; Literacy Education; Hypothesis Testing; Elementary Education; Instructional Program Divisions; Writing Instruction; Reading Instruction; Self Concept Measures; Scores; Statistical Inference; Statistical Analysis + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Hypothesenprüfung; Hypothesentest; Elementarunterricht; Schreibunterricht; Leseunterricht; Inferential statistics; Schließende Statistik; Statistische Analyse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01