Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts to improve the nation's literacy rates. Teacher knowledge and beliefs influence the quality of instruction teachers are able to implement. This study was designed to help educators and mentors of novice teachers understand the relationship between literacy pedagogical content knowledge and literacy teacher efficacy beliefs and changes to this relationship during the course of student teaching. Using a sample of 36 pre-service teachers assigned to student teaching in kindergarten, first or second grade classrooms, literacy pedagogical content knowledge was measured in a multiple-choice assessment that covered a variety of early literacy instructional areas including phonology, orthography, vocabulary, morphology and comprehension. Literacy teaching efficacy beliefs was measured using a self-report questionnaire. Participants completed the survey at two time points, at the beginning and end of student teaching. To determine if a literacy pedagogical content knowledge and literacy teaching efficacy beliefs demonstrated a relationship, Pearson correlations were calculated at both time points. Results of this study suggest that these constructs are not related and operate independently. Additionally this study suggested that while literacy teaching efficacy beliefs improved significantly over the course of student teaching, literacy pedagogical content knowledge did not. Results from this study can inform teacher educators, mentors of novice teaches and professional development programmers on the relationship of literacy pedagogical content knowledge and literacy teaching efficacy beliefs in pre-service teachers. / Educational Psychology
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/2892 |
| Date | January 2014 |
| Creators | Galbally, Jaclyn |
| Contributors | Thurman, S. Kenneth, Booth, Julie L., Boyle, Joseph R., DuCette, Joseph P., Brooks, Wanda M., 1969- |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 140 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/2874, Theses and Dissertations |
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