000			03843nam a22004453i 4500
001			EBC4567518
003			MiAaPQ
005			20240729130557.0
006			m o d |
007			cr cnu||||||||
008			240724s2016 xx o ||||0 eng d
020			_a9781443895408 _q(electronic bk.)
020			_z9781443885379
035			_a(MiAaPQ)EBC4567518
035			_a(Au-PeEL)EBL4567518
035			_a(CaPaEBR)ebr11228974
035			_a(CaONFJC)MIL934634
035			_a(OCoLC)952337092
040			_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ
050		4	_aLB2369 -- .S263 2016eb
082	0		_a808.04200000000003
100	1		_aSambeny, Celeste.
245	1	0	_aAcademic and Research Literacy Practices of Final Year Teacher Trainees in Luanda, Angola.
250			_a1st ed.
264		1	_aNewcastle-upon-Tyne : _bCambridge Scholars Publishing, _c2016.
264		4	_c©2016.
300			_a1 online resource (475 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
505	0		_aIntro -- Table of Contents -- List of Tables -- List of Figures -- Abstract -- Acknowledgements -- List of Abbreviations and Acronyms -- Chapter One -- Chapter Two -- Chapter Three -- Chapter Four -- Chapter Five -- Chapter Six -- Chapter Seven -- Chapter Eight -- Bibliography -- Appendices.
520			_aAcademic and Research Literacy Practices of Final Year Teacher Trainees in Luanda, Angola presents a detailed study of students and lecturers at higher teacher training institutions where English is taught as a medium of instruction and specialisation. As such, the book will help raise the awareness of educators, teachers and supervisors of the need to be more supportive to students, and will highlight the importance of increased responsibility on the part of the students regarding their studies, especially during the process of writing their research reports.Practical experience has shown that, in most classrooms, students are typically asked to produce texts for one single audience, namely the teacher or the lecturer, who already knows what constitutes an acceptable response. However, in many classrooms, teachers and lecturers tend to believe that literacy can be defined as the ability to encode and decode texts, the ability to decipher the 'main idea' of a reading passage or to write a text that obeys the general conventions of language usage such as syntax, organisation, and idea development.The central argument of this book, however, is that, at higher levels of the educational system in Angola, academic and research literacy practices are, at best, questionable and, at worst, harmful. An extensive re-evaluation of assumptions regarding student capability and what it means to be a literate in the twenty-first-century 'information society' is of critical importance. Such a re-examination allows for extensive reflection on current practices and a powerful critique of 'traditional' academic and research literacy methods, and suggests ways in which practices of quality teaching and learning may be implemented.
588			_aDescription based on publisher supplied metadata and other sources.
590			_aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650		0	_aReport writing--Study and teaching (Higher).
655		4	_aElectronic books.
776	0	8	_iPrint version: _aSambeny, Celeste _tAcademic and Research Literacy Practices of Final Year Teacher Trainees in Luanda, Angola _dNewcastle-upon-Tyne : Cambridge Scholars Publishing,c2016 _z9781443885379
797	2		_aProQuest (Firm)
856	4	0	_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4567518 _zClick to View
999			_c112300 _d112300