Preservice Teacher Self-Efficacy Beliefs for Literacy Instruction: A Comparative Study of the United States and Canada

• In Event: Roundtable Session 55
  In Roundtable Session: Self-Efficacy, Beliefs, and Perceptions of Preservice Elementary Teachers

Abstract

This comparative study explored pre-service elementary teachers' self-efficacy beliefs for literacy instruction in the USA and Canada and contextual factors (e.g., policy; sources) that contribute to these self-efficacy beliefs. Survey data were collected at the beginning and end of a required elementary literacy methods course that assessed pre-service teachers’ self-efficacy for literacy instruction. Quantitative analyses indicated that the US pre-service students scored significantly higher on self-efficacy than the Canadian pre-service students on assessment, and reading and word study strategies. There was a high correlation between all pre-service teachers’ self- efficacy for literacy instruction and amount of field experiences. Implications for literacy teacher educators suggest providing a balance between local policy and broad research-based practices and authentic field experiences.

Authors

• Katia Ciampa, Widener University

• Tiffany L. Gallagher, Brock University