Examining the development of teacher self-efficacy beliefs to teach reading and to attend to issues of diversity in elementary schools
Abstract
With an increasingly diverse student population in the US and worldwide, it is imperative that teachers feel efficacious about their ability to teach children to read who are culturally and linguistically diverse from their teacher. This longitudinal study examined the developing self-efficacy beliefs as teachers (N = 127) moved from the preservice stage and then again after the same individuals had finished a year of teaching. Results indicated...
Paper Details
Title
Examining the development of teacher self-efficacy beliefs to teach reading and to attend to issues of diversity in elementary schools
Published Date
Feb 25, 2020
Journal
Volume
24
Issue
2
Pages
127 - 142
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