Literacy models across nations: Literacy and critical literacy in teacher training programs in India
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Description
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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| ID Code: | 33668 |
|---|---|
| Item Type: | Contribution to Journal (Journal Article) |
| Refereed: | Yes |
| Measurements or Duration: | 5 pages |
| DOI: | 10.1016/j.sbspro.2010.03.705 |
| ISSN: | 1877-0428 |
| Pure ID: | 32199631 |
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education |
| Copyright Owner: | Copyright 2010 Elsevier BV |
| Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au |
| Deposited On: | 02 Aug 2010 22:10 |
| Last Modified: | 13 Jun 2024 08:03 |
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