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ERIC Number: EJ1250347
Record Type: Journal
Publication Date: 2020-May
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0013-1245
Teacher Preparation and Novice Teacher Self-Efficacy in Literacy Instruction
Raymond-West, Trenice; Rangel, Virginia Snodgrass
Education and Urban Society, v52 n4 p534-560 May 2020
The purpose of this study was to examine the extent to which traditional and alternative preparation programs differ in terms of their program components, as well as whether program type was related to different levels of self-efficacy in novice reading teachers. This exploratory study collected data from 83 novice elementary reading teachers in a large urban district in Texas. We answered the research questions using t tests and correlation analysis. The results indicated that traditionally prepared teachers reported significantly higher levels of exposure to literacy teaching skills across their coursework and field work as well as higher levels of self-efficacy. We also found a significant but weak relationship between teachers' level of self-efficacy and the level of literacy exposure they had in their coursework, and a significant and moderate relationship between teachers' self-efficacy and the level of literacy exposure they had through their field experiences.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A