Teacher Education: Privileges and Problems Associated with Reading Programs in Developing Countries.

Autor/in	Robertson, Jean E.
Titel	Teacher Education: Privileges and Problems Associated with Reading Programs in Developing Countries.
Quelle	(1968), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attitudes; Communication Problems; Developing Nations; Literacy; Reading Instruction; Second Language Learning; Social Attitudes; Social Problems; Teacher Education; Technological Advancement + Suchen Sie Ihr Suchwort? Attitude; Einstellung; Verhalten; Kommunikationsbarriere; Developing country; Developing countries; Entwicklungsland; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Zweitsprachenerwerb; Social attidude; Soziale Einstellung; Social problem; Soziales Problem; Lehrerausbildung; Lehrerbildung; Technological development; Technologische Entwicklung
Abstract	The problems of teacher education in developing nations are discussed. Blending new knowledge with cultural heritage so that the personal cultural synthesis demanded of new literates is effected without disrupting social structures is complicated by the language problem. The impact of the written word on a society dependent on oral communication results in resistance to change that restructures existing social organization. The problem of time needed by emerging nations is complicated by their impatience and desire for the best. A fourth problem lies in the consideration of personal and national needs. These problems are likened to familiar problems in reading instruction: (1) blending, (2) comprehension, (3) rate, and (4) personal reading satisfaction. They point up the need for the development of new sets of attitudes, for innovations which effect more rapid acceptance of change, and consideration of personal and national needs. More understanding and involvement by educators from developed nations is imperative for world understanding. (NS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01