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Qualitative interviews involved student teachers, mentor teachers, and supervisors, while quantitative evidence used a pre-/post survey design with the Teachers’ Sense of Efficacy for Literacy Scale (TSELS) and a modified TSELS for mentors and supervisors. Meta-inferences across strands showed residency model student teachers reported higher self-efficacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-teachers-of-literacy-in-different-preparation-models-does-a-teacher-residency-provide-an-advantage/600033/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-teachers-of-literacy-in-different-preparation-models-does-a-teacher-residency-provide-an-advantage/600033.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main research focus of the study?","Question",{"text":112,"@type":113},"The study examined whether teacher residency preparation provides an advantage by comparing student teachers’ self-efficacy and competence for literacy instruction across three preparation models.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were qualitative and quantitative data collected?",{"text":117,"@type":113},"Qualitative interviews were conducted with student teachers, mentor teachers, and supervisors, while quantitative data came from a pre-/post survey using the Teachers’ Sense of Efficacy for Literacy Scale (TSELS), including a modified TSELS for mentors and supervisors.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results indicate about the residency model?",{"text":121,"@type":113},"Student teachers in the residency model reported higher levels of self-efficacy for literacy instruction, and mentors and supervisors indicated that residency model student teachers outperformed those from other models.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600033,1792160786,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| \u003Cbr>| Student Teachers of Literacy in Different Preparation Models: Does a Teacher Residency Provide an Advantage? |\n| --- | --- |\n\nDoreen L. Mazzye & Michelle A. Duffy, State University of New York at Oswego  \nAbstract  \nThis parallel mixed methods study explored self-efficacy and competence for literacy instruction among student teachers (STs) in three models of teacher preparation, including a residency model. Qualitative interviews were conducted with STs, mentor teachers, and supervisors. Quantitative data were collected using a pre-/post-survey design using the Teachers’ Sense of Efficacy for Literacy Scale (TSELS). Mentor teachers and supervisors completed a modified TSELS on STs’ abilities. Data were analyzed using meta-inferences between strands. Results revealed Residency Model STs held higher levels of self-efficacy for literacy instruction. Mentor teachers and supervisors reported Residency Model STs outperformed other models.1  \nKeywords: teacher residency; literacy instruction; self-efficacy; teacher preparation; student teaching  \nIntroduction  \nA vital element in childhood teacher preparation programs is knowledge of important components of literacy instruction. Research reviews and meta-analyses in reading research (NICHHD, 2000; NRC, 1998; Stanovich, 2000) identify five major components of reading: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. In addition to reading, writing instruction is also essential at the elementary level (Spear-Swerling & Zibulsky, 2014) . Research shows that explicit and systematic instruction in each of these areas is beneficial to students, particularly to those who struggle with literacy development (NICHHD, 2000; Foorman et al., 2016) . Research reveals gaps in teacher knowledge of the aforementioned evidence-based literacy instructional practices (Cohen, Mather, Schneider, & White, 2017; Kilpatrick, 2015; Seidenberg, 2017) . Some of these gaps are traced, in part, to teacher preparation programs, where there is, perhaps, a lack of coverage of important concepts, under-equipped teacher educators, or disconnected field placements that do not link course content to opportunities to practice with pedagogy (Ciampa & Gallagher, 2018; Cunningham & Zibulsky, 2009; Spear-Swerling & Zibulsky, 2014) .  \nIn addition, research indicates the importance of effective teacher preparation for reading teachers (Kilpatrick, 2015; Moats, 2020; Joshi & Wijekumar, 2019; Washburn, Binks-Cantrell, &  \n1Abbreviations: RM-Residency Model, TM-Traditional Model, LCM-Learning Community Model, ST-Student teacher, Q-Quarter. Funding: This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.  \nJoshi, M., 2013). In fact, Husbye et al. (2018) state,“As teacher educators, we want to ensure that our students are able to leave our courses with the content and pedagogical knowledge to teach literacy effectively in their classrooms; as we continue to explore ways to connect knowledge to practice in school contexts, we must inquire into the pedagogies and methodologies that support those competencies”(p. 199) . A body of research is unambiguous about the crucial role teachers play in providing children, especially those who struggle with learning to read, with effective reading instruction (Snow, Griffin, & Burns, 2005; Torgesen, 2005) . In response to the literature on underprepared teachers, various models of teacher preparation are increasingly being explored. The strong, connected partnerships with public schools that are developed in a teacher residency model have potential to support the development of new teachers that possess strong knowledge of literacy.  \nTeacher Preparation Models  \nTeacher Residency Model  \nIn many teacher preparation programs there is mounting effort to increase clinical practice time and foster deeper connections between coursework and clinical practice. Teacher residencies are one way in wh","cbCaimLHZkXMTDK0","https://ap.wps.com/l/cbCaimLHZkXMTDK0","pdf",688053,25,"English","# Introduction\n# Teacher Preparation Models\n## Teacher Residency Model","[{\"question\":\"What was the main research focus of the study?\",\"answer\":\"The study examined whether teacher residency preparation provides an advantage by comparing student teachers’ self-efficacy and competence for literacy instruction across three preparation models.\"},{\"question\":\"How were qualitative and quantitative data collected?\",\"answer\":\"Qualitative interviews were conducted with student teachers, mentor teachers, and supervisors, while quantitative data came from a pre-/post survey using the Teachers’ Sense of Efficacy for Literacy Scale (TSELS), including a modified TSELS for mentors and supervisors.\"},{\"question\":\"What did the results indicate about the residency model?\",\"answer\":\"Student teachers in the residency model reported higher levels of self-efficacy for literacy instruction, and mentors and supervisors indicated that residency model student teachers outperformed those from other models.\"}]","Student Teachers of Literacy in Different Preparation Models - Does a Teacher Residency Provide an Advantage? | PDF",1792089901,63]