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Assessing General Education and Special Education Majors’ Self‐Efficacy for Teaching Reading
Author(s) -
Jordan Rebecca L. P.,
Garwood Justin,
Trathen Woodrow
Publication year - 2019
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12207
Subject(s) - reading (process) , psychology , mathematics education , special education , attrition , construct (python library) , self efficacy , scale (ratio) , learning disability , primary education , teaching method , quality (philosophy) , pedagogy , developmental psychology , computer science , medicine , social psychology , physics , dentistry , quantum mechanics , political science , law , programming language , philosophy , epistemology
In an era of teacher quality reforms, one overlooked area for assessing readiness for teaching is education majors’ self‐efficacy for teaching reading. This gap is unfortunate, as teaching reading is a common responsibility among general and special education teachers. In the current push for RTI—one in which more general education teachers are increasingly called upon to provide reading support to students with learning disabilities, in addition to the support received from special educators—it is important to determine preservice teachers’ self‐efficacy for teaching reading. Self‐efficacy is an important construct to consider as it is related to eventual teacher attrition. The purpose of the current study was to develop a scale to measure elementary and special education majors’ self‐efficacy for teaching reading. With a sample of 110 education majors, a three‐factor scale was developed and demonstrated strong psychometric properties. Implications for the future of teacher education programs are discussed.