Impact of Collaborative Work by Teachers in Teaching and Learning Academic Writing

Impact of Collaborative Work by Teachers in Teaching and Learning Academic Writing

This study sought to analyze the impact of a collaborative work strategy implemented between language teachers and teachers from other areas in teaching and learning writing in four courses from the medicine, administration, law and systems engineering programs in a private university in Colombia. A...

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Auteurs principaux: López-Gil, Karen Shirley, Molina Natera, Violeta
Format: info:eu-repo/semantics/article
Langue:spa
Publié: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2018
Sujets:
Escritura académica
universidad
formación docente
aprendizaje
Accès en ligne:https://redie.uabc.mx/index.php/redie/article/view/1477
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id repositorioinstitucional-20.500.12930-6275
record_format dspace
spelling repositorioinstitucional-20.500.12930-62752023-05-09T15:05:09Z Impact of Collaborative Work by Teachers in Teaching and Learning Academic Writing Incidencia del trabajo colaborativo docente en la enseñanza y el aprendizaje de la escritura académica López-Gil, Karen Shirley Molina Natera, Violeta Escritura académica universidad formación docente aprendizaje This study sought to analyze the impact of a collaborative work strategy implemented between language teachers and teachers from other areas in teaching and learning writing in four courses from the medicine, administration, law and systems engineering programs in a private university in Colombia. A mixed-method research design was used, which included a survey conducted with 86 students on writing practices and representations, a semi-structured interview with teachers, and a discussion group with students. Changes were found in teachers’ guidance and writing assessment practices and in students’ representations of the function of writing and written composition practices. On the basis of these findings, collaborative work by teachers is proposed as an institutional strategy that can enhance the teaching and learning of writing through the curriculum. Esta investigación buscaba analizar la incidencia de una estrategia de trabajo colaborativo, entre profesores de lenguaje y de otras áreas, en la enseñanza y el aprendizaje de la escritura en cuatro asignaturas de los programas de Medicina, Administración, Derecho e Ingeniería de Sistemas de una universidad privada colombiana. Se siguió un diseño mixto de investigación, en el que se realizó una encuesta sobre representaciones y prácticas de escritura a 86 estudiantes, una entrevista semiestructurada a docentes y un grupo de discusión con los alumnos. Se evidenciaron cambios en las prácticas de orientación y evaluación de la escritura de los profesores, así como transformaciones en la representación de la función de la escritura y en las prácticas de composición escrita de los estudiantes. A partir de estos hallazgos, se propone el trabajo colaborativo docente como una estrategia institucional que puede potenciar la enseñanza y el aprendizaje de la escritura a través del currículo. 2018-02-09 2021-06-03T03:08:33Z 2021-06-03T03:08:33Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/1477 10.24320/redie.2018.20.1.1477 https://hdl.handle.net/20.500.12930/6275 spa https://redie.uabc.mx/index.php/redie/article/view/1477/1600 https://redie.uabc.mx/index.php/redie/article/view/1477/1611 https://redie.uabc.mx/index.php/redie/article/view/1477/1668 Derechos de autor 2019 Revista Electrónica de Investigación Educativa text/html application/pdf application/xml REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 20 No. 1 (2018); 1 - 13 Revista Electrónica de Investigación Educativa; Vol. 20 Núm. 1 (2018); 1 - 13 1607-4041
institution Repositorio Institucional
collection DSpace
language spa
topic Escritura académica
universidad
formación docente
aprendizaje
spellingShingle Escritura académica
universidad
formación docente
aprendizaje
López-Gil, Karen Shirley
Molina Natera, Violeta
Impact of Collaborative Work by Teachers in Teaching and Learning Academic Writing
description This study sought to analyze the impact of a collaborative work strategy implemented between language teachers and teachers from other areas in teaching and learning writing in four courses from the medicine, administration, law and systems engineering programs in a private university in Colombia. A mixed-method research design was used, which included a survey conducted with 86 students on writing practices and representations, a semi-structured interview with teachers, and a discussion group with students. Changes were found in teachers’ guidance and writing assessment practices and in students’ representations of the function of writing and written composition practices. On the basis of these findings, collaborative work by teachers is proposed as an institutional strategy that can enhance the teaching and learning of writing through the curriculum.
format info:eu-repo/semantics/article
author López-Gil, Karen Shirley
Molina Natera, Violeta
author_facet López-Gil, Karen Shirley
Molina Natera, Violeta
author_sort López-Gil, Karen Shirley
title Impact of Collaborative Work by Teachers in Teaching and Learning Academic Writing
title_short Impact of Collaborative Work by Teachers in Teaching and Learning Academic Writing
title_full Impact of Collaborative Work by Teachers in Teaching and Learning Academic Writing
title_fullStr Impact of Collaborative Work by Teachers in Teaching and Learning Academic Writing
title_full_unstemmed Impact of Collaborative Work by Teachers in Teaching and Learning Academic Writing
title_sort impact of collaborative work by teachers in teaching and learning academic writing
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2018
url https://redie.uabc.mx/index.php/redie/article/view/1477
_version_ 1792610195419955200

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