High Efficacy and the Preservice Reading Teacher: A Comparative Study
From Section:
Preservice Teachers
Authors:
Rogers Haverback Heather, Parault Susan J.
Published:
May. 15, 2011

This article was published in Teaching and Teacher Education, Vol 27 number 4,
Author(s): Heather Rogers Haverback, Susan J. Parault, " High Efficacy and the Preservice Reading Teacher: A Comparative Study", Pages 703–711, Copyright Elsevier (May 2011).

The authors investigated the impact of tutoring and observing on preservice teachers’ reading self-efficacy and content knowledge.

Participants reading efficacy and content knowledge were compared.
An adapted, reading version of The Teacher Sense of Efficacy Scale was employed.

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.

Updated: Jan. 17, 2017
Keywords:
Comparative analysis | Observations | Pedagogical content knowledge | Preservice teachers | Reading instruction | Self efficacy | Tutors
Link to Item: http://education-eng.macam.ac.il/article/2639