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ERIC Number: EJ804185
Record Type: Journal
Publication Date: 2008-Sep
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1040-726X
Pre-Service Reading Teacher Efficacy and Tutoring: A Review
Haverback, Heather R.; Parault, Susan J.
Educational Psychology Review, v20 n3 p237-255 Sep 2008
Teachers' personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular have been found to have a positive impact on pre-service teachers' abilities to teach a particular content (e.g., reading) to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers through tutoring.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A