Abstract
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.
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