| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 374257 | Teaching and Teacher Education | 2011 | 9 Pages |
The purpose of this study was to investigate the differential impact of two field experiences, tutoring and observing, on preservice teachers’ reading self-efficacy and content knowledge. Participants completed an adapted, reading version of The Teacher Sense of Efficacy Scale (TSES). Results showed that both groups reported growth in reading self-efficacy and content knowledge; however, there was only a marginally significant difference between reading self-efficacy motivation scores. Mean score differences showed that the observers changed more in their reading efficacy than the tutors; however, a greater number of tutors found the field experience to be worth maintaining in future courses.
Research highlights► We investigated the impact of tutoring and observing on preservice teachers. ► Participants reading efficacy and content knowledge were compared. ► An adapted, reading version of The Teacher Sense of Efficacy Scale was employed. ► Both groups reported growth in reading self-efficacy and content knowledge. ► Mean scores showed that observers changed more in their reading efficacy than tutors.
