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Early Childhood Education Teachers' ...

Levin, Magda.

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Early Childhood Education Teachers' Perspectives of Their Self-Efficacy and Knowledge in Biliteracy Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Early Childhood Education Teachers' Perspectives of Their Self-Efficacy and Knowledge in Biliteracy Instruction./
作者:	Levin, Magda.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	118 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
標題:	Bilingual education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29059826
ISBN:	9798209888628

Early Childhood Education Teachers' Perspectives of Their Self-Efficacy and Knowledge in Biliteracy Instruction.
Levin, Magda.

Early Childhood Education Teachers' Perspectives of Their Self-Efficacy and Knowledge in Biliteracy Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 118 p.

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ph.D.)--Walden University, 2022.

The number of English language learners (ELLs) in early childhood education (ECE) continues to increase, particularly with students whose first language (L1) is Spanish. Recent studies have shown the connection between teachers' self-efficacy and student achievement, but very few specifically address early childhood education teachers' self-efficacy and knowledge of biliteracy instruction. Grounded in Bandura's self-efficacy theory and Krashen's second language acquisition theory, the purpose of this basic qualitative study was to explore kindergarten (K) through third-grade teachers' perspectives of their self-efficacy and knowledge of biliteracy instruction. Nine K through third-grade teachers responded to an online flyer, completed a demographics questionnaire, and participated in a semi-structured phone interview. Data were analyzed by transcribing interviews, using three-cycle coding data, and deductive theme analysis, which led to distinguishing four themes: (a) knowledge of biliteracy, (b) focus on teaching English, (c) training attended, and (d) resources needed. The results also indicate that teachers perceived themselves to be competent and confident in serving ELLs but indicated the need for more training in biliteracy instruction regardless of them being bilingual or monolingual teachers. These findings have potential positive social change implications by addressing K to third-grade teachers' needs regarding biliteracy instruction for ELLs. Increasing teachers' knowledge about biliteracy instruction in their classroom may contribute to increasing ELLs' academic achievements independently of being part of a bilingual or dual language program.

ISBN: 9798209888628Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingual education

Early Childhood Education Teachers' Perspectives of Their Self-Efficacy and Knowledge in Biliteracy Instruction.
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