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Discursive shifts in the borderland : A case study of secondary pre-service teachers' literacy knowledge and beliefs

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thesis
posted on 06.12.2017, 00:00 by Sultana TabassumSultana Tabassum
"This thesis explores discursively constructed knowledge and beliefs about literacy of a small group of secondary pre-service teachers who had undertaken a university literacy course entitled EDED 20458 Literacy and Numeracy. Their knowledge and beliefs about literacy include: their attitudes to the concept of literacy across the curriculum, their perceptions about the role as literacy teachers while teaching their subject areas during the practicum; their responsibility for the subject to be taught and their literacy teaching practices. Through the interpretation of their knowledge and beliefs about literacy and their experiences of the literacy course (EDED 20458), the study investigates the impact of this literacy course and other lived experiences on their formation and transformation of literacy knowledge and beliefs"--Abstract.

History

Location

Central Queensland University

Additional Rights

This thesis may be freely copied and distributed for private use and study. However, no part of this thesis or the information contained herein may be included, or referred to, in publication without prior written permission of the author and/or any reference fully acknowledged.

Open Access

Yes

External Author Affiliations

Faculty of Arts, Business, Informatics and Education;

Era Eligible

No

Supervisor

Associate Professor Roberta (Bobby) Harreveld ; Dr Julie Willans

Thesis Type

Master's by Research Thesis