Shedding Light on Preservice Teachers' Domain-Specific Self-Efficacy |
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| Authors: | Heather Rogers Haverback Scot McNary |
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| Institution: | 1. Department of Education, The Catholic University of America;2. Department of Secondary and Middle School Education, Towson University, Towson, Maryland.
hhaverback@towson.edu;4. Department of Educational Technology and Literacy, Towson University |
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| Abstract: | The purpose of this study was to investigate preservice teachers' efficacy beliefs across domains in a reading-specific methods course. Participants were preservice teachers in a state required reading methods course. During this course, preservice teachers were required to work with an elementary student in reading and write a case study linking theory to practice. At the beginning and end of the course, participants completed a battery of adapted, domain-specific versions of the Teacher Sense of Efficacy Scale. Results showed that preservice teachers reported a significant increase in their sense of efficacy within each domain. However, efficacy beliefs differed with regard to domain. |
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