Measuring Self-Efficacy for Writing and Writing Instruction With Preservice Teachers: Survey Development

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-24 - Reading and Writing Instruction in K–12 Contexts

Abstract

Writing instruction is often overlooked in K-12 schools, and while the reasons are not clear, one major factor is that writing instruction is overlooked in teacher education programs. Research indicates that the preservice teachers’ beliefs writing and the value they place on writing instruction influence their future pedagogical decisions. However, preservice teachers’ self-efficacy for writing and writing instruction are mostly unexplored constructs in contemporary education. One reason for this lack of research in the field is that current measures for self-efficacy do not focus on writing or writing instruction specifically and are not created for preservice teachers. The present study seeks to fill this void by developing and pilot-testing two researcher-created instruments to measure these constructs with preservice teachers.

Authors

• Tracey S. Hodges, University of Alabama

• Erin M. McTigue, Texas A&M University

• Nancy Dubinski Weber, Texas A&M University - College Station

• April Gayle Douglass, Texas A&M University

• Katherine Landau Wright, Texas A&M University - College Station