Document Type

Article

Publication Date

2017

Abstract

This study examines the impact of an experiential learning course work component on teacher candidates’ perception of literacy knowledge, their perspective of a community-based literacy partnership, and their self-reported sense of general and personal teaching efficacy. Initial findings reveal there is growth in all areas of perception of literacy knowledge, with knowing how to assist a struggling reader with fluency and vocabulary skills being the greatest areas of gain. Findings indicate there is minimal change in the participants’ perspectives of the community-based literacy partnership. Finally, participants gained in the areas of general and teaching efficacy. Extant literature will be reviewed and implications for future practice will be explored.

Comments

Originally published as:

Garfield, T. & Pittman, R. T. (2017). The impact of experiential learning in literacy and teacher efficacy: A Study of SA Reads, The Texas Association for Literacy Education Yearbook: Literacy Alive and Well! Supporting Effective Literacy Instruction for All Learners, 4, 72-81.

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