Pre-service teachers' apathy to extensive reading: Imperatives for best practices in Nigerian universities

S. R. S. Lithekoa*  A. N. Maduekweb

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Pre-service teachers' apathy to extensive reading: Imperatives for best practices in Nigerian universities

机译：职前教师对广泛阅读的冷漠：尼日利亚大学最佳实践的必要性

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来源
《Africa Education Review》 |2011年第1期|p.55-78|共24页
作者
S. R. S. Lithekoa* A. N. Maduekweb;
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作者单位

a School of Teacher Education, Central University of Technology, Free State b Department of Arts, and Social Science Education Faculty of Education, University of Lagos, Nigeria;

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1. Formative assessment practices in reading instruction in pre-service teachers' elementary school classrooms [J] . Kathleen Carroll Luttenegger Journal of Education for Teaching . 2009,第3期

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3. Effects of Teacher and Peer Mediation on Students’ Self-Efficacy Belief About Their Extensive Reading Practice: In Case of Asossa Preparatory School [J] . Melaku Ensermu Chaka Research on Humanities and Social Sciences . 2020,第19期

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4. Levels of Critical Thinking Skills among Pre-Service Teachers’ in a Nigerian University: A Preliminary Study [C] . Mohd Nihra Haruzuan Mohamad Said, Mohd Fadzli Ali, Lokman Mohd Tahir, IEEE International Conference on Engineering, Technology and Education . 2019

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5. A comparative study of improvements in reading comprehension of skill-based instruction and extensive reading for pleasure with Taiwanese freshman university students. [D] . Sims, James Mitchell. 1996

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6. The dataset for validation of factors affecting pre-service teachers use of ICT during teaching practices: Indonesian context [O] . Akhmad Habibi, Farrah Dina Yusop, Rafiza Abdul Razak 2020

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Pre-service teachers' apathy to extensive reading: Imperatives for best practices in Nigerian universities

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