Percepciones de estudiantes de magisterio sobre la escritura académica
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Date
Subject
perceptions
magisterium students
academic writing
research
percepciones
estudiantes de magisterio
escritura académica
investigación
magisterium students
academic writing
research
percepciones
estudiantes de magisterio
escritura académica
investigación
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Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
El objetivo de este artículo es analizar las percepciones sobre escritura académica y su posible puesta en práctica, luego de un conjunto de actividades de enseñanza explícita. La metodología se centró en una investigación de campo y de alcance descriptivo. Se aplicó un cuestionario solicitando diez afirmaciones sobre el proceso de escritura académica como estrategia autorreflexiva a fin de crear un perfil identitario de los sujetos después de un proceso formativo. Los informantes de este estudio fueron un grupo de veintidós estudiantes de magisterio del Instituto Superior de Formación Docente Salomé Ureña (ISFODOSU), de República Dominicana. Las afirmaciones fueron tratadas con la técnica del análisis de contenido para lo cual se crearon categorías inductivas. Los datos se procesaron con MAXQDA 2022. Los resultados revelaron que los estudiantes que transitan por talleres de alfabetización académica muestran mayor interés por la escritura y la investigación, son conscientes de la complejidad de estos procesos y de los esfuerzos implicados en el logro de los objetivos.
This article aims to analyze the perceptions about academic writing and its possible implementation after a set of explicit teaching activities. The methodology focused on field research and descriptive scope. A questionnaire was applied requesting ten statements about the academic writing process as a self-reflexive strategy to create an identity profile of the subjects after a training process. The informants of this study were a group of twenty-two teacher training students from the Instituto Superior de Formación Docente Salomé Ureña (ISFODOSU), in the Dominican Republic. The statements were treated with the content analysis technique for creating inductive categories. The data was processed with MAXQDA 2022. The results revealed that students who go through academic literacy workshops show greater interest in writing and research, are aware of the complexity of these processes and the efforts involved in achieving the objectives.
This article aims to analyze the perceptions about academic writing and its possible implementation after a set of explicit teaching activities. The methodology focused on field research and descriptive scope. A questionnaire was applied requesting ten statements about the academic writing process as a self-reflexive strategy to create an identity profile of the subjects after a training process. The informants of this study were a group of twenty-two teacher training students from the Instituto Superior de Formación Docente Salomé Ureña (ISFODOSU), in the Dominican Republic. The statements were treated with the content analysis technique for creating inductive categories. The data was processed with MAXQDA 2022. The results revealed that students who go through academic literacy workshops show greater interest in writing and research, are aware of the complexity of these processes and the efforts involved in achieving the objectives.
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info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
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info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 7 No. 2 (2023): Science and Education; 37-56
Ciencia y Educación; Vol. 7 Núm. 2 (2023): Ciencia y Educación; 37-56
2613-8808
2613-8794
10.22206/cyed.2023.v7i2
Ciencia y Educación; Vol. 7 Núm. 2 (2023): Ciencia y Educación; 37-56
2613-8808
2613-8794
10.22206/cyed.2023.v7i2