Pre-Service Reading Teacher Efficacy and Tutoring: A Review |
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| Authors: | Heather R Haverback and Susan J Parault |
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| Institution: | (1) Department of Elementary Education, Towson University, Towson, MD 21252, USA;(2) St. Cloud State University, St. Cloud, MN, USA |
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| Abstract: | Teachers’ personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect
the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy
for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on
pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different
experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that
field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular
have been found to have a positive impact on pre-service teachers’ abilities to teach a particular content (e.g., reading)
to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently
lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers
through tutoring. |
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| Keywords: | Pre-service teacher efficacy Pre-service teacher education Reading Tutoring |
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