Teaching Literacy in the Twenty-First Century Classroom: Teacher Knowledge, Self-Efficacy, and Minding the Gap

Book Overview

1. IntroductionSection One: Knowledge and measuring of literacy teachers' self-efficacy.2. Self-efficacy practices that impact effective reading instruction for young learners3. 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 constructs5. Exploring teacher candidates' self efficacy for literacy instruction in the 21st centurySection Two: Practices to build literacy teachers' self-efficacy6. Teaching beyond a print mindset: Applying multimodal pedagogies within literacy teacher education7. The role of critical narratives in broadening teacher candidates' literacy beliefs around ELA teaching practice8. Transforming literacy instruction in second language contexts: The impact of graduate education in ColombiaSection Three: In-service literacy teachers' and collective efficacy9. Are we minding the gap? Examining teacher self-efficacy as teachers transition from teacher candidates to full-time teaching10. Utilizing relationships as resources: Social and emotional learning and self-efficacy11. Building collective teacher efficacy through teacher collaboration12. Teachers' collective and self-efficacy as reform agents: One teacher discusses her place in reforming literacy instruction13. Concluding Thoughts

• Format: Paperback
• Language: English
• ISBN: 3030478238
• ISBN13: 9783030478230
• Release Date: July 2021
• Publisher: Palgrave MacMillan
• Length: 293 Pages
• Weight: 0.81 lbs.
• Dimensions: 0.7" x 5.8" x 8.3"