Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/3363
Title: Teaching that which is tacit – the challenge of disciplinary discourses
Authors: Jacobs, Cecilia
Keywords: Teaching;Explicit teaching of disciplinary discourses;Academic disciplines;Disciplinary discourses;Knowledge of disciplinary discourses
Issue Date: 2008
Source: Jacobs, C. (2009). Teaching explicitly that which is tacit–the challenge of disciplinary discourses. Focus on first-year success: Perspectives emerging from South Africa and beyond, 241-252.
Abstract: Focus – the explicit teaching of disciplinary discourses. Aim - examined how university lecturers across a range of disciplines, as well as academic developers, constructed their understandings of the teaching of disciplinary discourses. Study – explored how the shared expertise that disciplinary lecturers and academic developers brought to their teaching, heightened their awareness of the tacit nature of their disciplinary discourses and facilitated the explicit teaching of this rhetorical dimension of knowledge.
URI: http://hdl.handle.net/11189/3363
Appears in Collections:Eng - Conference Papers

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