文章基本信息

标题：Reading events from child to student
本地全文：下载
作者：Berit Lundgren ; Liz Botha
期刊名称：Education Inquiry
印刷版ISSN：2000-4508
出版年度：2010
卷号：1
期号：4
DOI：10.3402/edui.v1i4.21947
语种：English
出版社：Education Inquiry
摘要：The implication of reading competence in developing reflection and thinking is an important issue for student teachers to consider. Reading is also a competence, in which the language at the disposal of a person is included, to use for social development and mutual understanding. This article is based on a case study and is concerned with how some student teachers in South Africa and Sweden conceive of themselves as readers from child to student and the value of language for reading competence. In the article we reflect on different reading practices in the two countries. The data consist of 25 written narratives with the theme, I as a reader, written by student teachers in South Africa and Sweden. By using a socio-cultural basis for understanding reading, one can identify six reading practices concerning the students’ reading events in the narratives. One reading practice, critical reading, is more explicit in the South African students’ narratives than in the Swedish students’ narratives.Keywords: student teachers’ reading, reading events, reading practices, narratives, South Africa – Sweden(Published: 1 December 2010)Citation: Education Inquiry Vol. 1, No. 4, December 2010, pp.289–308
关键词：student teachers’ reading, reading events, reading practices, narratives, South Africa – Sweden