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ERIC Number: EJ856087
Record Type: Journal
Publication Date: 2009-Aug
Pages: 11
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1361-1267
Situating Pre-Service Reading Teachers as Tutors: Implications of Teacher Self-Efficacy on Tutoring Elementary Students
Haverback, Heather Rogers
Mentoring & Tutoring: Partnership in Learning, v17 n3 p251-261 Aug 2009
This research examined the impact of high teacher efficacy on tutoring elementary students in reading. The Teacher Sense of Efficacy Scale (TSES) was adapted to create a reading-specific teacher efficacy scale, which is referred to as the RTSES. This scale was used to investigate whether tutors with high efficacy used more reading strategies while teaching elementary students to read. The study also examined whether high efficacy was correlated with reading strategy use. Analyses of pre-test and post-test data showed that reading efficacy and strategy use were not correlated, and that tutors with high efficacy scores did not use a significantly higher number of reading strategies while tutoring than those with low efficacy scores. The findings suggest that pre-service teachers' efficacy did not affect their reading strategy use while tutoring elementary students. There is a need for more research to further investigate the impact that high efficacy has on tutoring. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A