Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Heather Caldwell

Abstract

Preservice teachers in an elementary education teacher preparation program are tasked with teaching informational text comprehension through literature circles during a literacy field experience. The problem addressed is that even after receiving explicit classroom instruction on this topic, preservice teachers expressed apprehension and self-doubt and may not have the self-efficacy to effectively teach informational text comprehension. The purpose of this project study was to explore preservice teachers' perceived self-efficacy to teach informational text comprehension. This study was grounded in a constructivist paradigm centered on Bandura’s concept of self-efficacy. The research questions concerned preservice teachers perceived self-efficacy to teach informational text using the literature circle format and their perceptions of support and resources that are needed when teaching informational text comprehension. Data collection for this qualitative case study consisted of semi-structured, individual interviews with nine preservice teachers who were previously enrolled in the literacy field experience. Thematic analysis with a priori and in vivo coding was used to analyze data. Based on the study’s findings, recommendations were made for possible changes to the university’s teacher preparation literacy methods classes and literacy field experiences. This project study may promote positive social change by informing teacher education program faculty and administrators about the need for implementation of additional supports to increase or sustain preservice teacher perceptions of self-efficacy. Higher self-efficacy may bolster preservice teachers’ motivation, commitment, and classroom performance as well as student outcomes.

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