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Early Childhood Educators' Knowledge and Self-efficacy in Foundational Literacy Instruction.

Julia Claire. Forgie ProQuest Information and Learning Co.; University of Toronto (Canada). Applied Psychology and Human Development. 2019

Dissertations Abstracts International 81-03A.

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  • 題名:
    Early Childhood Educators' Knowledge and Self-efficacy in Foundational Literacy Instruction.
  • 著者: Julia Claire. Forgie
  • ProQuest Information and Learning Co.; University of Toronto (Canada). Applied Psychology and Human Development.
  • 主題: Early childhood education; Reading instruction; Early childhood educator; Knowledge; Literacy; Oral language; Phonemic awareness; Self-efficacy; Electronic books
  • 所屬期刊: Dissertations Abstracts International 81-03A.
  • 描述: This thesis is comprised of two studies. The first utilizes a mixed-method approach and explores early childhood educators' early literacy knowledge and self-efficacy for early literacy instruction. Fifty-four ECEs participated in this research, of which 29 were pre-service ECEs and 25 were in-service ECEs. Participants were assessed on their early literacy knowledge and self-efficacy for early literacy instruction. They were also assessed on their early literacy-related experiences, including assessments of their literacy-related training and practicum experiences as well as assessments of their professional experiences. Study 1 revealed significant gaps in ECEs' early literacy knowledge, and identified differences between pre-service and in-service ECEs in their early literacy knowledge and experiences. The findings of study 1 showed that despite their varied early literacy-related experiences and training, both pre-service and in-service ECEs lacked adequate knowledge and self-efficacy in phonemic awareness and oral language instruction, two essential components of early literacy education.The second study is a mixed methods study examining the impact of a targeted professional development intervention designed to improve knowledge and self-efficacy in phonemic awareness and oral language instruction. Study 2 found that the professional development intervention was effective in improving both knowledge and self-efficacy in phonemic awareness and oral language instruction. Qualitative findings provided further insight as to specific components of the intervention that were seen as beneficial in improving the knowledge and self-efficacy of ECEs, which included opportunities to apply theoretical learning through hands-on activities and video demonstrations. Overall, the findings of this thesis provide insight into the early literacy experiences, knowledge and self-efficacy for early literacy instruction of pre-service and in-service ECEs. Furthermore, the finding
  • 出版者: Thesis (Ph.D.)--University of Toronto (Canada), 2019.
  • 建立日期: 2019
  • 格式: 1 online resource (416 pages)..
  • 語言: 英文
  • 識別號: ISBN9781085746342
  • 資源來源: NUTN ALEPH
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