A Comparative Examination of Canadian and American Pre-Service Teachers' Self-Efficacy Beliefs for Literacy Instruction

Autor/inn/en	Ciampa, Katia; Gallagher, Tiffany L.
Titel	A Comparative Examination of Canadian and American Pre-Service Teachers' Self-Efficacy Beliefs for Literacy Instruction
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 2, S.457-481 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9793-6
Schlagwörter	Foreign Countries; Preservice Teachers; Self Efficacy; Comparative Analysis; Literacy Education; Elementary Education; Context Effect; Student Surveys; Content Analysis; Course Descriptions; Pretests Posttests; Oral Reading; Correlation; Scores; Teaching Experience; Learner Engagement; Individualized Instruction; Work Experience; Writing (Composition); Teacher Education Curriculum; Canada; United States + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; Elementarunterricht; Schülerbefragung; Inhaltsanalyse; Kursstrukturplan; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Korrelation; Individualisierender Unterricht; Employment experience; Job experience; Occupational experience; Berufserfahrung; Schreibübung; Kanada; USA
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01