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

Autor/in	Levin, Magda
Titel	Early Childhood Education Teachers' Perspectives of Their Self-Efficacy and Knowledge in Biliteracy Instruction
Quelle	(2022), (118 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8862-8
Schlagwörter	Hochschulschrift; Dissertation; Bilingualism; English Language Learners; Native Language; Spanish; Self Efficacy; Correlation; Academic Achievement; Pedagogical Content Knowledge; Teacher Attitudes; Self Concept; Linguistic Theory; Literacy; English (Second Language); Second Language Learning; Second Language Instruction; Kindergarten; Elementary School Teachers; Teaching Methods; Literacy Education; Educational Resources; Faculty Development; Bilingual Teachers; Monolingualism; Teacher Characteristics; Educational Change; Bilingual Education Programs; Elementary School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bilingualismus; Spanisch; Self-efficacy; Selbstwirksamkeit; Korrelation; Schulleistung; Pädagogische Kompetenz; Lehrerverhalten; Selbstkonzept; Linguistische Theorie; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Bildungsreform
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01