“Autonomy as a teacher matters”: pre-service English Language Arts teachers’ beliefs about curricula, autonomy, and self-efficacy

During their clinical fieldwork experiences, secondary (grades 7–12) English Language Arts (ELA) student teachers will encounter a variety of curricular types. Sparse research exists on secondary ELA student teachers’ experiences with different types of curricula. This qualitative case study examined how seven student teachers in the United States viewed the feasibility and acceptability of the ELA curricula they experienced during student teaching, and the influence, if any, the curricula had on their sense of autonomy and self-efficacy. Participants completed two interviews and two written reflections. Three themes emerged: 1) text-centered curricula and high levels of autonomy; 2) feasibility and acceptability of scripted curricula; and 3) the impact of student teachers’ relationship with mentors on self-efficacy. The findings of this study have practical implications for teacher preparation and induction programs.