Self-Efficacy for Literacy Instruction in Different Models of Teacher Preparation, Including a Residency Model

• In Event: Literacy Considerations in Teacher Education

Abstract

This parallel mixed methods study explored how self-efficacy and competence for literacy instruction among student teachers (STs) developed in three models of teacher preparation, including a residency model. Qualitative semi-structured interviews were conducted with student teachers, mentor teachers, and supervisors on STs’ self-efficacy and literacy instructional practices. Quantitative data for the same participants were collected using a pre-/post-survey design using the Teachers’ Sense of Efficacy for Literacy Scale (TSELS). Mentor teachers and supervisors completed a modified TSELS on STs’ abilities. The data were analyzed using meta-inferences examining the convergence and divergence between strands. Results revealed Residency Model STs held the greatest levels of self-efficacy for literacy instruction. Mentor Teachers and Supervisors reported Residency Model STs outperformed other models.

Authors

• Doreen L Mazzye, SUNY - College at Oswego

• Michelle A. Duffy, SUNY - College at Oswego

• Richard Lamb, East Carolina University