Preservice Teachers' Content Knowledge and Self-Efficacy for Teaching Reading

Abstract

This mixed methods study examined preservice teachers' growth in content knowledge and self-efficacy for teaching reading as they participated in a literacy course/reading clinic practicum with those not enrolled in the experience. Groups were compared on three measures using a pretest–posttest design. Additionally, five preservice teachers from the treatment group were interviewed at three points during the semester. Quantitative measures documented that both groups began the semester with moderately high self-efficacy and low content knowledge, but the treatment group ended the semester with more significant gains in knowledge and self-efficacy. Content knowledge and self-efficacy were highly correlated at the end of the semester, indicating that as preservice teachers gained knowledge, they also gained self-efficacy. Qualitative interviews provided insights into the factors that facilitated the growth.