Teaching children to read : an investigation of teachers' self-efficacy beliefs

Abstract

The systematic review and empirical research presented in this thesis investigates the development of teachers’ self-efficacy beliefs in teaching children to read. The Systematic Review examines the effectiveness of professional development on increasing teachers’ self-efficacy (TSE) in teaching children to read whereas the empirical research focusses on exploring the development of high teacher self-efficacy beliefs about teaching reading, specifically in relation to struggling readers. Both pieces are concerned with how to support the development of TSE beliefs about reading instruction. The systematic review investigates professional development in relation to methods of teaching children to read and the impact of this on teachers’ self-efficacy. The study focuses on eight empirical studies whereby the effectiveness of professional development on in-service and pre-service teachers’ self-efficacy is considered. Findings suggest that overall there is evidence to suggest that professional development on teaching children to read has a positive impact on teachers’ self-efficacy beliefs in teaching children to read. The Bridging Document discusses the conceptual framework which links the Systematic Review with the Empirical Research. It also explores and reflects upon methodological issues. The empirical research considers the development of teachers’ self-efficacy beliefs, in teaching children who are struggling to read. Audio-recorded, individual, interviews were conducted with six Key Stage one teachers with Critical Realist grounded theory used to analyse the transcripts. Teachers described and reflected upon their experiences of teaching children to read, who were struggling. The emergent theory tells us that teachers’ perception of success and failure, developing subject knowledge within a supportive school ethos are factors which contribute to the development of positive teacher self-efficacy beliefs.