Elementary School Teachers’ Understanding and Implementation of Literacy Structures in Relation to Teacher Self-Efficacy

• In Event: Poster Session 6
  In Poster Session: Teacher Perceptions, Knowledge, and Understanding in Reading

Abstract

Using a mixed-methods methodology, the study explored the complex interplay between elementary school teachers’ understanding of groupings for literacy instruction, frequency of use of a set of literacy structures and self-efficacy. It was found that despite the variety of suggested groupings for reading instruction, elementary school teachers are likely to resort to a handful reading structures. Consistent with previous research, we uncovered a relationship between teacher self-efficacy and preferences for reading structures. Lastly, results indicated that initial preparation in teacher education programs, support, and constraints from the larger socio-cultural context constitute important sources of teacher self-efficacy. The study underscores the importance of providing teachers with thorough and articulate understanding of the tools for literacy instruction available to them.

Authors

• Renita Schmidt, University of Iowa

• Temi Bidjerano, Furman University