Teaching Literacy in the Twenty-First Century Classroom Teacher Knowledge, Self-Efficacy, and Minding the Gap /
| 企业作者: | |
|---|---|
| 其他作者: | , |
| 总结: | XIV, 293 p. 5 illus., 3 illus. in color. text |
| 语言: | 英语 |
| 出版: |
Cham :
Springer International Publishing : Imprint: Palgrave Macmillan,
2020.
|
| 版: | 1st ed. 2020. |
| 主题: | |
| 在线阅读: | https://doi.org/10.1007/978-3-030-47821-6 |
| 格式: | 电子 图书 |
书本目录:
- 1. Introduction
- 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
- 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
- 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.-.