Literaturnachweis - Detailanzeige
| Autor/inn/en | Lammert, Catherine; Allen, Kathryn; Van Wig, Ann; Worthen, Brittany |
|---|---|
| Titel | Teacher Educator and In-Service Teachers' Self-Efficacy and Professional Literacy Knowledge in the Context of the Science of Reading Era |
| Quelle | In: Teacher Educator, 57 (2022) 4, S.343-364 (22 Seiten)
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| Zusatzinformation | ORCID (Lammert, Catherine) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0887-8730 |
| DOI | 10.1080/08878730.2022.2034199 |
| Schlagwörter | Literacy Education; Beginning Teachers; Self Efficacy; Pedagogical Content Knowledge; Knowledge Level; Theory Practice Relationship; Teacher Educators; Phonics; Value Judgment |
| Abstract | Debates over the impact of preservice literacy teacher education on teachers' professional knowledge have found new life inside of contemporary disagreements over what constitutes a Science of Reading. Drawing on understandings of literacy teachers' self-efficacy as influenced over time and through experiences, we conducted two surveys to determine the self-efficacy and professional knowledge of preservice literacy teacher educators and early-career in-service teachers. Findings indicate that both groups had relatively high self-efficacy, as well as alignment between the theories and practices they promoted and valued. However, teacher educators reported a higher value of phonics instruction than did in-service teachers. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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