The purpose of this study was to investigate the differential impact of two field experiences, tutoring and observing, on preservice teachers' reading self-efficacy and content knowledge. Participants completed an adapted, reading version of The Teacher Sense of Efficacy Scale (TSES). Results showed that both groups reported growth in reading self-efficacy and content knowledge; however, there was only a marginally significant difference between reading self-efficacy motivation scores. Mean score differences showed that the observers changed more in their reading efficacy than the tutors; however, a greater number of tutors found the field experience to be worth maintaining in future courses. © 2010 Elsevier Ltd.
Van Berkel, P. H. C., Van Veen, H. A., Geerts, M. E. J., & Nuijens, J. H. (2002). Characterization of monoclonal antibodies against human lactoferrin. Journal of Immunological Methods, 267(2), 139–150. https://doi.org/10.1016/j.tate.2010.12.001