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001 978-3-030-47821-6
003 DE-He213
005 20210304063537.0
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008 200702s2020 gw | s |||| 0|eng d
020 _a9783030478216
024 7 _a10.1007/978-3-030-47821-6
_2doi
040 _cМУБИС
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aJNMT
_2thema
082 0 4 _a370.711
_223
245 1 0 _aTeaching Literacy in the Twenty-First Century Classroom
_h[electronic resource] :
_bTeacher Knowledge, Self-Efficacy, and Minding the Gap /
_cedited by Tiffany L. Gallagher, Katia Ciampa.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Macmillan,
_c2020.
300 _aXIV, 293 p. 5 illus., 3 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _a1. 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 _aThis 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.
650 0 _aTeaching.
650 0 _aLiteracy.
650 0 _aEducational psychology.
650 0 _aEducation—Psychology.
650 0 _aApplied linguistics.
650 1 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aLiteracy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O40000
650 2 4 _aEducational Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O39000
650 2 4 _aApplied Linguistics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N13000
700 1 _aGallagher, Tiffany L.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aCiampa, Katia.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030478209
776 0 8 _iPrinted edition:
_z9783030478223
776 0 8 _iPrinted edition:
_z9783030478230
856 4 0 _uhttps://doi.org/10.1007/978-3-030-47821-6
942 _2ddc
_cEBOOK
999 _c102343
_d102343