Exploring Canadian and American pre-service teachers’ self-efficacy and knowledge of literacy instruction

ABSTRACT

Based on previous work related to pre-service teachers’ self-efficacy for literacy instruction, this study examined their knowledge of literacy instruction and classroom-level contextual factors (i.e. coursework and fieldwork experiences). Pre-service teachers from two distinct contexts (Canada and USA) were given surveys (TSELI and Literacy Instruction Knowledge Scales) at the beginning and end of an elementary literacy methods course. Results indicated a significant difference in pre-service teachers’ total knowledge, and specifically knowledge of reading comprehension instruction from the beginning to the end of the course. As well, there was a relation between pre-service teachers’ knowledge at the end of their course and their literacy-based volunteer experiences. By examining cross-national teacher preparation programmes, we have shed light on pre-service teachers’ literacy knowledge and efficacy beliefs, which may contribute to changes in programmatic curricula.

KEYWORDS:

• Self-efficacy
• literacy
• teacher thinking and knowledge
• pre-service teacher education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Katia Ciampa

Katia Ciampa is an Assistant Professor of Literacy Education in the Center for Education at Widener University. Her research interests include multiliteracies, the role of motivation in literacy learning, and supporting pre-service teachers’ literacy instructional practices.

Tiffany L. Gallagher

Tiffany L. Gallagher is a Professor in the Teacher Education Department at Brock University. Her research areas include literacy assessment, reading and writing strategy instruction, disciplinary literacy, the role of the literacy coach, teachers with learning disabilities, and exceptional learners and inclusion.