Preparing Elementary Educators to Teach Reading: An Exploratory Study of Preservice Teachers’ Evolving Sense of Reading Efficacy

Kent, Andrea M.; Giles, Rebecca M.; Hibberts, Mary F.

doi:10.20429/ijsotl.2013.070223

Cited by 4 publications

(4 citation statements)

References 26 publications

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“…For example, embedded field experiences throughout their undergraduate education coursework may have an additive effect on pre-service teachers' perceived competence in the classroom. Kent et al (2013) study examined the evolving sense of self-efficacy in pre-service teachers as they progressed through first and second-semester reading methods courses and then student-teaching experiences. The researchers found that reading instruction self-efficacy did build through each course completion and notably after student-teaching, candidates scored significantly higher on a measure of reading teacher efficacy on 9 individual scale items than cohorts in their first or second-semester methods courses.…”

Section: Educator Preparation and Practice-based Learning Opportunitiesmentioning

confidence: 99%

The effects of delivering short-cycle literacy interventions to beginning readers on pre-service teachers' self-efficacy in literacy instruction

Gibson

2024

SUP

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PurposeThis case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction.Design/methodology/approachThe study was embedded within a 4000-level course in the elementary education major where pre-service teachers learn to administer, analyze and interpret a variety of literacy assessments. Based on the results of these assessments, pre-service teachers designed and implemented literacy lessons (twice a week, 30-min sessions) that addressed the beginning readers' specific instructional needs. Through collecting pre/post data with their first-grade intervention students, and participating in reflective “check-ins” (surveys, a focus group and end-of-course written reflection), a portrait of increased pre-service teacher self-efficacy in literacy instruction comes into focus.FindingsThe data showed, primarily through the thematic analysis of qualitative data, that the experience of conducting a one-on-one intervention with a striving reader impacted pre-service teachers’ self-efficacy positively.Research limitations/implicationsThe methodology of this study was limited by the small sample size and the low participant response rate on the quantitative survey measure.Practical implicationsThis paper highlights one aspect in which clinically-rich field experiences can make a difference in the literacy instruction self-efficacy of pre-service teachers.Originality/valueThis study adds to the support for authentic instructional applications of course content in educator preparation programs, specifically in Professional Development School (partner school system) contexts. The aspect of observing and measuring intervention student progress was one lens through which pre-service teachers viewed their efficacy. Further investigations focusing on other assessment-instruction cycles could provide additional insights.

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Section: Educator Preparation and Practice-based Learning Opportunitiesmentioning

confidence: 99%

The effects of delivering short-cycle literacy interventions to beginning readers on pre-service teachers' self-efficacy in literacy instruction

Gibson

2024

SUP

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“…Technology self-efficacy of users increases with the use of technology. Time, training, vicarious experiences, positive attitude, and organizational support are required to facilitate the learning and growth of the user's self-efficacy beliefs (Kent & Giles, 2017).…”

Section: Self-efficacymentioning

confidence: 99%

Assessment of the Building Situation Tool Adoption Among Firefighters

Sever

2023

International Journal of Technology and Human Interaction

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Technology is a standard tool that first responders use in their assessment and planning during disasters. Despite the considerable number of hardware and software solutions adopted, first responders still often rely on paper plans when examining indoor disasters. The purpose of this research is to investigate the technical competencies of firefighters and test the building situation tool (BUST) to replace the paper plans. A mixed method approach was used to assess the technology self-efficacy and gather insight into perceived usefulness, ease of use, and the user experience from the firefighters (N=20). The findings show a sufficient level of competency, and that first time users prefer guided instructions, clarity in the user interface, controls, and options to customize the user interface. The findings have practical implications for the future development of BUST and its adoption to the workflow of firefighters.

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“…Well prepared teachers are essential for successful schooling, given the role they have in helping young children learn to read ( Duncan, 2011 ; Kent et al, 2013 ). Their preparation to teach reading is crucial, and while conceptual and pedagogical knowledge about teaching reading is necessary ( Hikida et al, 2019 ), they also transmit their own attitudes, beliefs, and experiences as readers ( Benevides and Peterson, 2010 ; Crawford and Reidel, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Students’ reading comprehension level and reading demands in teacher education programs: the elephant in the room?

Orellana,

Silva,

Iglesias

2024

Front. Psychol.

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IntroductionReading comprehension is considered a key ability for students in teacher education programs.MethodsData from 72 students enrolled in a Chilean school of education was used to estimate the contribution of reading proficiency in first-semester academic performance using regression analysis.ResultsReading comprehension made a significant, albeit modest contribution to predict students’ academic performance, after controlling for their scores in the standardized national admission tests and high-school grades. The students’ average reading level was below the level of text complexity required in their first term and, although by their senior year they had made significant progress in reading comprehension, their reading level continued to be lower than text demands.DiscussionA qualitative exploration of students’ reading behaviors and attitudes revealed they devoted few hours per week to reading class material and even less time to reading for leisure. Faculty were cognizant of the reading deficits of their students but had few suggestions as to how to address. Future studies in higher education should confirm whether the misfit between reading proficiency and reading demands observed in this school of education is the exception or the rule.

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Preparing Elementary Educators to Teach Reading: An Exploratory Study of Preservice Teachers’ Evolving Sense of Reading Efficacy

Cited by 4 publications

References 26 publications

The effects of delivering short-cycle literacy interventions to beginning readers on pre-service teachers' self-efficacy in literacy instruction

The effects of delivering short-cycle literacy interventions to beginning readers on pre-service teachers' self-efficacy in literacy instruction

Assessment of the Building Situation Tool Adoption Among Firefighters

Students’ reading comprehension level and reading demands in teacher education programs: the elephant in the room?

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