Teaching Literacy in the Twenty-First Century Classroom: Teacher Knowledge, Self-Efficacy, and Minding the Gap - Couverture souple
Synopsis
1. Introduction
Section One: Knowledge and measuring of literacy teachers' self-efficacy.
2. Self-efficacy practices that impact effective reading instruction for young learners
3. Do teacher candidates in English-speaking countries understand the structure of the English language?
4. Exploration of American general and special education teacher candidates' self-efficacy to teach reading and reading-related constructs
5. Exploring teacher candidates' self efficacy for literacy instruction in the 21st century
Section Two: Practices to build literacy teachers' self-efficacy
6. Teaching beyond a print mindset: Applying multimodal pedagogies within literacy teacher education
7. The role of critical narratives in broadening teacher candidates' literacy beliefs around ELA teaching practice
8. Transforming literacy instruction in second language contexts: The impact of graduate education in Colombia
Section Three: In-service literacy teachers' and collective efficacy
9. Are we minding the gap? Examining teacher self-efficacy as teachers transition from teacher candidates to full-time teaching
10. Utilizing relationships as resources: Social and emotional learning and self-efficacy
11. Building collective teacher efficacy through teacher collaboration
12. Teachers' collective and self-efficacy as reform agents: One teacher discusses her place in reforming literacy instruction
13. Concluding Thoughts
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