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ERIC Number: EJ1166238
Record Type: Journal
Publication Date: 2018-Feb
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0922-4777
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United States
Grant or Contract Numbers: N/A