ERIC Number: EJ1166238
Record Type: Journal
Publication Date: 2018-Feb
Abstractor: As Provided
A Comparative Examination of Canadian and American Pre-Service Teachers' Self-Efficacy Beliefs for Literacy Instruction
Ciampa, Katia; Gallagher, Tiffany L.
Reading and Writing: An Interdisciplinary Journal, v31 n2 p457-481 Feb 2018
This study explored Canadian and American pre-service elementary teachers' self-efficacy beliefs for literacy instruction, as well as the contextual factors (i.e., course and field experiences) that contribute to these self-efficacy beliefs. Survey data were collected over a two-year period at the beginning and end of a required elementary literacy methods course that assessed pre-service teachers' self-efficacy for literacy instruction. A content analysis of the American and Canadian literacy methods course syllabi was also conducted. Paired t test results showed no significant difference in pre-service teachers' literacy teaching self-efficacy scores from pre-test to post-test; however, there was a significant difference in the pre-service teachers' literacy efficacy beliefs related to oral reading from the beginning to the end of the course. A weak negative correlation was found between the Canadian pre-service teachers' total "Teachers' Sense of Efficacy for Literacy Instruction" ("TSELI"; Tschannen-Moran & Hoy, 2011) scores and their teaching experience specific to literacy instruction, r = -0.1, p = 0.04. There was a positive correlation between Canadian pre-service teachers' self-efficacy scores related to engagement and differentiated instruction and their volunteer and work experiences. A positive correlation existed between Canadian and American pre-service teachers' self-efficacy for reading/writing connections and university coursework related to literacy instruction. Implications for literacy teacher educators and recommendations for literacy instruction are discussed.
Descriptors: Foreign Countries, Preservice Teachers, Self Efficacy, Comparative Analysis, Literacy Education, Elementary Education, Context Effect, Student Surveys, Content Analysis, Course Descriptions, Pretests Posttests, Oral Reading, Correlation, Scores, Teaching Experience, Learner Engagement, Individualized Instruction, Work Experience, Writing (Composition), Teacher Education Curriculum
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Canada; United States
Grant or Contract Numbers: N/A