Editors:
- Provides practical suggestions for those involved in designing teacher preparation programs, coursework, and professional development
- Includes a validated measure of teachers’ sense of efficacy for 21st century literacy instruction
- Presents the perspectives of scholars in the USA, Canada, Australia, UK, and Colombia
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Table of contents (13 chapters)
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Front Matter
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Knowledge and Measuring of Literacy Teachers’ Self-Efficacy
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Front Matter
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Practices to Build Literacy Teachers’ Self-Efficacy
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Front Matter
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In-Service Literacy Teachers’ and Collective Efficacy
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Front Matter
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Back Matter
About this book
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.
Editors and Affiliations
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Educational Studies, Brock University, St. Catharines, Canada
Tiffany L. Gallagher
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Literacy Education, Widener University, Chester, USA
Katia Ciampa
About the editors
Tiffany L. Gallagher is Professor in the Department of Education Studies at Brock University, Canada. She is recognized for her research on students with literacy learning challenges and supporting the self-efficacy and professional learning of teachers through literacy and technology coaching. She has published more than 50 refereed articles/chapters, as well as eight books.
Katia Ciampa is Assistant Professor of Literacy Education at Widener University, USA. Her research focuses on culturally responsive literacy instruction, teachers’ literacy self-efficacy, and supporting doctoral students’ academic writing development. She has authored more than 25 articles in journals such as The Reading Teacher, Reading Psychology, and Reading and Writing.
Bibliographic Information
Book Title: Teaching Literacy in the Twenty-First Century Classroom
Book Subtitle: Teacher Knowledge, Self-Efficacy, and Minding the Gap
Editors: Tiffany L. Gallagher, Katia Ciampa
DOI: https://doi.org/10.1007/978-3-030-47821-6
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-47820-9Published: 03 July 2020
Softcover ISBN: 978-3-030-47823-0Published: 03 July 2021
eBook ISBN: 978-3-030-47821-6Published: 02 July 2020
Edition Number: 1
Number of Pages: XIV, 293
Number of Illustrations: 2 b/w illustrations, 3 illustrations in colour
Topics: Teaching and Teacher Education, Literacy, Educational Psychology, Applied Linguistics