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Teaching literacy in the Twenty-Firs...

Gallagher, Tiffany L.

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Teaching literacy in the Twenty-First century classroom = teacher knowledge, self-efficacy, and minding the gap /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching literacy in the Twenty-First century classroom/ edited by Tiffany L. Gallagher, Katia Ciampa.
Reminder of title:	teacher knowledge, self-efficacy, and minding the gap /
other author:	Gallagher, Tiffany L.
Published:	Cham :Springer International Publishing : : 2020.,
Description:	xiv, 293 p. :ill., digital ;24 cm.
[NT 15003449]:	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.
Contained By:	Springer Nature eBook
Subject:	Literacy. -
Online resource:	https://doi.org/10.1007/978-3-030-47821-6
ISBN:	9783030478216

Teaching literacy in the Twenty-First century classroom = teacher knowledge, self-efficacy, and minding the gap /
Teaching literacy in the Twenty-First century classroomteacher knowledge, self-efficacy, and minding the gap /[electronic resource] :edited by Tiffany L. Gallagher, Katia Ciampa. - Cham :Springer International Publishing :2020. - xiv, 293 p. :ill., digital ;24 cm.

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.

This book discusses current issues in literacy teacher education and illuminates the complexity of supporting self-efficacious educators to teach language and literacy in the twenty-first century classroom. In three sections, chapter authors first detail how teacher education programs can be revamped to include content and methods to inspire self-efficacy in pre-service teachers, then reimagine how teacher candidates can be set up for success toward obtaining this. The final section encourages readers to ruminate on the interplay among teacher candidates as they transition into practice and work to have both self- and collective- efficacy.

ISBN: 9783030478216

Standard No.: 10.1007/978-3-030-47821-6doiSubjects--Topical Terms:

528342
Literacy.

LC Class. No.: LC149 / .T43 2020

Dewey Class. No.: 372.6

Teaching literacy in the Twenty-First century classroom = teacher knowledge, self-efficacy, and minding the gap /
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245 0 0 $a Teaching literacy in the Twenty-First century classroom $h [electronic resource] : $b teacher knowledge, self-efficacy, and minding the gap / $c edited by Tiffany L. Gallagher, Katia Ciampa.
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505 0 $a 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.
520 $a This book discusses current issues in literacy teacher education and illuminates the complexity of supporting self-efficacious educators to teach language and literacy in the twenty-first century classroom. In three sections, chapter authors first detail how teacher education programs can be revamped to include content and methods to inspire self-efficacy in pre-service teachers, then reimagine how teacher candidates can be set up for success toward obtaining this. The final section encourages readers to ruminate on the interplay among teacher candidates as they transition into practice and work to have both self- and collective- efficacy.
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700 1 $a Gallagher, Tiffany L. $3 3529848
700 1 $a Ciampa, Katia. $3 3529849
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