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Slow pedagogy for themed writing courses
https://doi.org/10.34577/00005192
https://doi.org/10.34577/00005192d6e093b1-e22d-4a9d-b391-dc0ded79e28c
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Slow Pedagogy for Themed Writing Courses (461.1 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2023-03-03 | |||||
| タイトル | ||||||
| タイトル | Slow pedagogy for themed writing courses | |||||
| 言語 | en | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34577/00005192 | |||||
| ID登録タイプ | JaLC | |||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 著者 |
Cousins, Emily
× Cousins, Emily |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Within academia, proponents of slow pedagogy advocate for student learning experiences that promote mindful, deliberate reflection and embodied knowledge. The complexity of real-world issues raised in the ELA program’s themed content invites an exploration of how slow pedagogy can encourage students to engage in meaningful reflection about these topics in ways that contribute to identity development. This paper explores trends in the slow movement that are salient for developing approaches to teaching themed writing courses. After a brief overview of interdisciplinary slow movement scholarship, I examine the potential value of slow pedagogy for academic writing instruction. Slow pedagogy can offer tools for instructors to rethink normative productivity enforced in fast education and to seek teaching practices that foster students’ meaningful engagement with content themes. | |||||
| 言語 | en | |||||
| 書誌情報 |
ja : 語学研究 巻 37, p. 1-7, 発行日 2022-04-01 |
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| 出版者 | ||||||
| 出版者 | 国際基督教大学 | |||||
| 言語 | ja | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 09133615 | |||||
