Pre-service and in-service early childhood educators’ self-efficacy and knowledge for early literacy instruction

Abstract

Evidence suggests that educators are not sufficiently prepared to teach foundational literacy concepts. With early childhood educators (ECEs) on the front lines of children’s early literacy development, the present study assessed both pre-service and in-service ECEs’ early literacy knowledge and self-efficacy for early literacy instruction. The present study revealed significant gaps in ECEs’ early literacy knowledge and identified differences between pre-service and in-service ECEs’ early literacy knowledge and experiences. The lack of adequate knowledge and self-efficacy in phonemic awareness and oral language instruction among participants highlights a need for improved training and professional development for ECEs with respect to foundational literacy concepts including phonemic awareness and oral language.