Exploring Teacher Self-Efficacy and Best Practices of Teacher Preparation Programs to Teach the Science of Reading. Tonya Robinson-McNair, 2025: Applied Dissertation,
Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: self-efficacy, teacher preparation programs, pre-service, in-service training, the science of reading, phonemic awareness, systematic phonics
instruction, foundational skills, research-based instruction, balanced literacy, pedagogical knowledge

This dissertation investigated the content of teacher preparation programs to assess whether they integrate the science of reading and effectively equip English Language Arts teachers to instruct children in reading. Researchers have long examined the decline
in national reading scores, identifying contributing factors such as the structure and content of teacher training programs. While many reading educators undergo formal training, these programs often lack a foundation in scientific research to support effective
instructional methods. A teacher's confidence in teaching reading is influenced by both their preparation program and in-service training. However, many educators lack essential pedagogical knowledge and an understanding of scientifically validated
teaching approaches. Consequently, students receive inadequate reading instruction, negatively affecting their literacy development. This study explored whether teacher preparation programs incorporate research-based strategies to enhance reading
instruction, improve teachers’ pedagogical expertise, and ultimately strengthen student literacy outcomes.

This study employed an interpretive phenomenological approach to examine teacher
preparation programs, their content, and educators' perceptions of their effectiveness in teaching children to read. The researcher conducted semi-structured interviews with ten former reading teachers, recording and transcribing conversations for thematic analysis.

The analysis highlighted deficiencies in teacher preparation, primarily due to the limited availability of reading methods courses in training programs. Findings pointed to implications for applied practice in reading-focused in-service training and teacher
education programs and challenges in implementing the science of reading. Additionally, the study underscored the importance of professional growth through mentorship.