ERIC Number: EJ1144351
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1937-0814
EISSN: N/A
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.
Descriptors: Preservice Teachers, Self Efficacy, Beliefs, Field Experience Programs, Reading Attitudes, Methods Courses, Student Teaching, Internship Programs, Middle Schools, Professional Development Schools, Self Concept Measures, Reflection, Transcripts (Written Records), Statistical Analysis, Reading Improvement, Teacher Effectiveness, Qualitative Research
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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