ERIC Number: EJ918645
Record Type: Journal
Publication Date: 2011-May
Abstractor: As Provided
Reference Count: 0
High Efficacy and the Preservice Reading Teacher: A Comparative Study
Haverback, Heather Rogers; Parault, Susan J.
Teaching and Teacher Education: An International Journal of Research and Studies, v27 n4 p703-711 May 2011
The purpose of this study was to investigate the differential impact of two field experiences, tutoring and observing, on preservice teachers' reading self-efficacy and content knowledge. Participants completed an adapted, reading version of The Teacher Sense of Efficacy Scale (TSES). Results showed that both groups reported growth in reading self-efficacy and content knowledge; however, there was only a marginally significant difference between reading self-efficacy motivation scores. Mean score differences showed that the observers changed more in their reading efficacy than the tutors; however, a greater number of tutors found the field experience to be worth maintaining in future courses.
Descriptors: Preservice Teacher Education, Preservice Teachers, Self Efficacy, Field Experience Programs, Tutors, Reading Teachers, Reading Instruction, Tutoring, Motivation, Instructional Effectiveness, Comparative Analysis, Observation, Pedagogical Content Knowledge, Education Courses
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A