Bridging the Gap: Exploring Preservice Teachers’ Self-Efficacy Teaching through Literacy-Mathematics Curricular Integration

• In Event: Roundtable Session IV
  In Roundtable Session: Bridging the Divide Preservice Teachers Supporting Students' Success

Abstract

This presentation explores preservice teachers’ (PSTs’) self-efficacy teaching English Language Arts (ELA), mathematics, curricular integration (CI), and literacy-mathematics curricular integration (LMCI). Results suggest significant differences in PSTs’ self-efficacy for teaching ELA over mathematics and CI over LMCI. These findings highlight the need for an increase in CI training in teacher education programs, specifically regarding integrating ELA and mathematics. This study provides insight into PSTs’ preparedness and willingness to effectively integrate these two subjects.

Authors

• Catherine Susin, Brock University

• Tiffany L. Gallagher, Brock University