Rethinking Academic Literacy for Educators: Towards a Relevant Pedagogy

Autor/in	Mgqwashu, Emmanuel M.
Titel	Rethinking Academic Literacy for Educators: Towards a Relevant Pedagogy
Quelle	In: Perspectives in Education, 27 (2009) 3, S.215-227 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Grounded Theory; Equal Education; Adult Education; Educational Change; Teaching Methods; Educational Strategies; Instructional Design; Educational Practices; Teacher Education Programs; Relevance (Education); Literacy; Foreign Countries; Teacher Educators; South Africa + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungspraxis; Relevance; Relevanz; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Teacher education; Lehrerausbildung; Lehrerbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Even though South African institutions of higher learning have an open door policy and all students across racial lines can study anywhere they like, very few currently stand a chance of achieving their goals of further education and professional careers. Drawing on research findings, it seems to me that as teacher educators we are faced with a challenge to undo school classroom practices that evolved in western education systems to reward the elite and marginalise the majority. I intend to demonstrate ways in which the Faculty of Education at the University of the Witwatersrand designed a course and implemented strategies to redress this educational inequality. I used Grounded Theory as the research methodology and documentary evidence (in the form of module content) as the research instrument. By means of the research findings, I illustrate the value in focusing squarely on teaching all students in a class to read and write the texts expected of their level and area of study, as part of everyday teaching practice. Research findings indicate that genre pedagogy has the potential to facilitate epistemological access relevant to student teachers. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27-12-420-4732; Fax: +27-12-420-3003; e-mail: perspect@postino.up.ac.za; Web site: http://journals.sabinet.co.za/pie/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10