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Improving Student Teachers' Knowledge-Base in Language Education through Critical Reading
ARTICLE

Pedagogy, Culture and Society Volume 24, Number 4, ISSN 1468-1366

Abstract

The emergence of the digital era is redefining education and the pedagogical processes in an unpredictable manner. In the midst of the increased availability of print and online resources, the twenty-first century language teacher educator expects her (or his) student teachers to be reading beings if they are to improve their knowledge-base in language education. Therefore, the study set out to investigate factors that hinder student teachers' ability to widen their language education knowledge-base through critical reading, and how digital technology could alleviate the situation. Cultural-historical activity theory was employed in order to understand the student teachers' socio-cultural practices. Using a research based design approach, design principles emerged which resulted in improved student engagement with content, peers and technology. Consequently, a framework to enable student teachers to improve their knowledge-base in language education was designed.

Citation

Mulumba, M.B. (2016). Improving Student Teachers' Knowledge-Base in Language Education through Critical Reading. Pedagogy, Culture and Society, 24(4), 571-586. Retrieved December 10, 2019 from .

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