A Qualitative Examination of Pre-service Teachers’ Perceptions of Self-Efficacy for Teaching Writing
Date of Award
2022
Degree Name
Curriculum and Instruction
College
College of Education and Professional Development
Type of Degree
Ed.D.
Document Type
Dissertation
First Advisor
Dr. Tina Allen, Committee Chairperson
Second Advisor
Dr. Edna Meisel
Third Advisor
Dr. Barbara O’Byrne
Abstract
The purpose of this research was to determine self-efficacy levels of Secondary English Education pre-service teachers attending two public universities concerning writing and the teaching of writing. The study found that pre-service teachers were confident and identified as writers, but they felt uncertain as teachers of writing. Past teachers’ praise was found to positively increase writing self-efficacy. Even though pre-service teachers enjoyed and looked forward to teaching writing, they felt they needed more time in the classroom and preparation from college courses. College courses were found to be lacking in the preparation needed for teaching writing. Pre-service teachers did not spend as much time having students write as read, and when they implemented writing practices, it was a piecemeal approach.
Subject(s)
Marshall University.
West Virginia State University.
English teachers – Education (Higher) – West Virginia.
Self-efficacy – Education (Higher) – West Virginia.
Writing – Education (Higher) – West Virginia.
Recommended Citation
Waldorf, Abby Rose, "A Qualitative Examination of Pre-service Teachers’ Perceptions of Self-Efficacy for Teaching Writing" (2022). Theses, Dissertations and Capstones. 1669.
https://mds.marshall.edu/etd/1669
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, English Language and Literature Commons, Higher Education Commons
