Concluding Thoughts

Abstract

This volume, Teaching Literacy in the Twenty-First Century Classroom: Teacher Knowledge, Self-Efficacy, and Minding the Gap, offers a contemporary compilation on the overlooked domain of self-efficacy of English language arts and literacy teachers. By bringing together the most recent work of researchers in both teacher candidate and in-service education, we have begun to map the trajectory of knowledge and self-efficacy from its formative stages to professional practice and on the teacher collective as a whole. This is important to shed light on the potential influences that temporal, experiential, and professional learning/development factors might have on both teacher candidates’ and in-service teachers’ efficacy beliefs. In this time of educational culpability, it is apparent that the cultivation of teachers’ efficacy for teaching literacy and collective efficacy warrants attention.