Student Thresholding into Academia: Teaching Writing to the "Budding Academics' Society" [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (12th, Sofia and Nessebar, Bulgaria, Jun 2014).

Autor/in	Potggieter, Amanda S.
Titel	Student Thresholding into Academia: Teaching Writing to the "Budding Academics' Society" [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (12th, Sofia and Nessebar, Bulgaria, Jun 2014).
Quelle	(2014), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Writing Instruction; College Freshmen; Academic Language; Writing Skills; Scholarship; Mentors; Writing Processes; Scaffolding (Teaching Technique); Student Development; Foreign Countries; Teacher Role; Dialogs (Language); Classroom Environment; Teacher Education; Self Concept; South Africa + Suchen Sie Ihr Suchwort? Schreibunterricht; Studienanfänger; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Writing skill; Schreibfertigkeit; Scholarships; Stipendium; Ausland; Lehrerrolle; Dialog; Dialogs; Dialogue; Dialogues; Klassenklima; Unterrichtsklima; Lehrerausbildung; Lehrerbildung; Selbstkonzept; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Lecturers are challenged when creating safe, dialogic-educative spaces for first-year students (freshman), where optimal teaching-learning of academic writing can be accomplished. This paper reports on a project aimed at creating a safe, dialogic-educative space in which first-year students may attain and practice academic writing skills providing students a threshold into Academia by fostering scholarliness. The significance of the mentor-teacher within this dialogic-educative space, employing process writing and scaffolding as teaching-learning techniques, is emphasized. Methodologically the study employed a hybrid epistemology namely constructivist hermeneutic phenomenology. As participant-observer, I documented this qualitative case study involving education students by making extensive notes, analyzing participants' written texts and through focus group interviews. The study suggests that creating a safe dialogic-educative space contributes towards academic scholarliness and generates a threshold for students into Academia. The results indicate that as participants' contributions were valued, they felt proficient and motivated in the academic literacy class. The process of producing a worthwhile academic text implored students to excel and envisage themselves as budding academics. [For the complete Volume 12 proceedings, see ED597979.] (As Provided).
Anmerkungen	Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01