Transforming educational practice : teachers' perceptions of embedding academic litaracy support within a B.Ed twinning program
Tangen, Donna J., Chen, Josephine, & Hepple, Erika (2010) Transforming educational practice : teachers' perceptions of embedding academic litaracy support within a B.Ed twinning program. In Burden, Robert & Postlethwaite, Keith (Eds.) Emerging Trends In Higher Education Learning And Teaching : Proceedings of the TARC International Conference On Learning And Teaching, Tunku Abdul Rahman College, Petaling Jaya, Malaysia, pp. 184-189.
An academic literacies approach frames students as active participants in their own learning as they develop their voice and identity. This paper describes teachers’ perceptions of developing and delivering an academic literacies program to TESOL pre-service teachers in a B.Ed twinning program. Data indicates that an academic literacies program is a dynamic process that is ever evolving in order to meet students’ needs. A cornerstone of the program was the continual and open communication between teachers to ensure that students’ needs were met. Additionally, a collaborative approach between twinning partners needs to occur in order for the benefits of the academic literacies program to continue for students.
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|Item Type:||Conference Paper|
|Keywords:||Academic literacies, teacher communication, twinning program, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > LOTE ESL and TESOL Curriculum and Pedagogy (excl. Maori) (130207)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2010 Please consult the authors.|
|Deposited On:||16 Dec 2010 04:51|
|Last Modified:||25 Jul 2014 00:46|
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