Literacy models across nations : literacy and critical literacy in teacher training programs in India
Iyer, Radha (2010) Literacy models across nations : literacy and critical literacy in teacher training programs in India. Procedia, 2(2), pp. 4424-4428.
The thrust towards constructivist learning and critical thinking in the National Curricular Framework (2005) of India implies shifts in pedagogical practices. In this context, drawing on grounded theory, focus group interviews were conducted with 40 preservice teachers to ascertain the contextual situation and the likely outcomes of applying critical literacy across the curriculum. Central themes that emerged in the discussion were: being teacher centred/ learner centred, and conformity/autonomy in teaching and learning. The paper argues that within the present Indian context, while there is scope for changes to pedagogy and learning styles, yet these must be adequately contextualised.
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|Item Type:||Journal Article|
|Keywords:||Critical literacy , Critical thinking, Comparative education, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2010 Elsevier BV|
|Deposited On:||03 Aug 2010 08:10|
|Last Modified:||27 Oct 2014 14:59|
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