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ERIC Number: EJ1144351
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1937-0814
Reading and Teaching in an Urban Middle School: Preservice Teachers' Self-Efficacy Beliefs and Field-Based Experiences
Rogers-Haverback, Heather; Mee, Molly
Middle Grades Research Journal, v10 n1 p17-30 2015
The purpose of this study was to investigate middle level preservice teacher self-efficacy beliefs in general, as well as in the domain of reading. The participants were 8 middle school preservice teachers enrolled in a state-mandated reading methods course and student teaching over the course of a year. As part of the yearlong internship, the preservice teachers were required to take a reading course with a field-based component in an urban middle school. At 3 points during the year participants completed the Teacher Sense of Efficacy Scale (TSES), a domain specific reading version of the TSES, and written reflection logs. Participants reported a significant increase in general and reading specific self-efficacy. Further, the qualitative reflection logs indicated that the preservice teachers grew in the depth of their understanding of teaching reading in the middle school.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Teacher Efficacy Scale
Grant or Contract Numbers: N/A