期刊名称：IMPACT : International Journal of Research in Humanities, Arts and Literature
印刷版ISSN：2347-4564
电子版ISSN：2321-8878
出版年度：2015
期号：4186
页码：89-102
出版社：IMPACT Journals
摘要：The study observed five introductory courses for one semester at one public University in Ghana to find out academic literacy practices being engendered and how critical thinking is fostered through those practices. Five lecturers observed were interviewed. Forty students from classes observed participated in group interviews. Interviews were replicated with five lecturers and sixteen students in two other public universities. Data was triangulated to identify emergent patterns of lecturers’ and students’ experiences with teaching and learning. Findings raise questions around the levels of congruence between lecturers’ personal epistemology and practice. Consensus about the importance of critical thinking in lecturers’ aims for student learning was not translated into literacy practices. There is a disconnection between the goals for learning and the teaching, learning and assessment system. Practices described by both lecturers and students are completely in tension with university polices. Lecturers need to learn new skills to cope with large classes
