Title: Preparing Pre-Service Teachers for Writing Instruction: Best Practices and Insights into Self-Efficacy

Program: Curriculum and Instruction EdD

Committee Chair: Hannah Carter

Committee: Hannah Carter, Katherine Wright, Sondra Miller, Jeremy Ford

Abstract: This three-article dissertation investigates how to effectively prepare elementary pre-service teachers (PSTs) for writing instruction by examining their self-efficacy, course outcomes, and instructional decision-making. Study one, a systematic literature review of 19 studies, identifies inconsistencies in how writing interventions are measured and highlights a need for more observational research. Study two uses cluster analysis to identify five distinct PST subtypes based on writing skill and self-efficacy, revealing that course impact varies across groups and that a one-size-fits-all approach is insufficient. Study three uses regression analysis to explore how PSTs’ self-efficacy relates to their instructional behaviors in tutoring. Across studies, results emphasize the importance of supporting PSTs’ self-efficacy alongside pedagogical skill. Together, these findings inform how teacher preparation programs can better individualize instruction and improve writing instruction outcomes through sustained, targeted support.