Do We Really Need Trade Books in Mathematics Class? Field Experiences and Preservice Teachers

• In Event: AERA Poster Session 5
  In Poster Session: Division K Section 6 Poster Session

Abstract

This study aims to understand how a field experience impacted preservice teachers’ choice of trade books and self-efficacy beliefs. Using a mixed methods approach, preservice teachers completed both a journal and self-efficacy questionnaire. Findings indicate that the teacher candidates taking a field-based literacy course were impacted by the real-world experience and the interaction with middle school students. Participants also had higher self-efficacy beliefs in the posttest. This study promotes the notion that field experiences are of import to conceptual change and reading teacher self-efficacy.

Authors

• Heather Rogers Haverback, Towson University

• Pamela Hope Segal, Towson University