Teaching and assessment practices for academic writing: an analysis of teacher profiles
The present research study aimed to determine what teachers do to promote the learning of academic writing. In particular, we studied how teachers teach and assess writing in higher education based on their self-reported teaching practices. We asked 64 teachers working in a Colombian university to...
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Association for Learning Development in Higher Education (ALDinHE)
2019
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oai:doaj.org-article:622c9d7e0280411dbfd1bcf2bff6f2362021-11-29T14:02:24ZTeaching and assessment practices for academic writing: an analysis of teacher profiles10.47408/jldhe.v0i16.5231759-667Xhttps://doaj.org/article/622c9d7e0280411dbfd1bcf2bff6f2362019-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/523https://doaj.org/toc/1759-667X The present research study aimed to determine what teachers do to promote the learning of academic writing. In particular, we studied how teachers teach and assess writing in higher education based on their self-reported teaching practices. We asked 64 teachers working in a Colombian university to fill in a questionnaire that we constructed for the purposes of the present study. The participants were teachers in the field of Health Sciences, the majority of whom were female (58%), with a mean age of 44 years. Data analysis consisted of cluster analysis based on items relative to teaching and assessing academic writing in order to determine teacher profiles. A Kruskal-Wallis H-test was then conducted to distinguish the found profiles as a function of teacher age. The results revealed three significantly different profiles: transmitting, assessing and no-adherence profiles. These profiles also varied as a function of age. These results will be discussed, taking into account a generational effect hypothesis, with regard to the tendency/lack of tendency for teachers to stimulate the learning of different components of academic writing (norms, methods and reflexive practices). Dyanne EscorciaMayilin MorenoAssociation for Learning Development in Higher Education (ALDinHE)articleacademic writinguniversity teacher profilesteaching practicesassessing practicesself-reported teacher practicesTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 16 (2019) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN |
| topic |
academic writing university teacher profiles teaching practices assessing practices self-reported teacher practices Theory and practice of education LB5-3640 |
| spellingShingle |
academic writing university teacher profiles teaching practices assessing practices self-reported teacher practices Theory and practice of education LB5-3640 Dyanne Escorcia Mayilin Moreno Teaching and assessment practices for academic writing: an analysis of teacher profiles |
| description |
The present research study aimed to determine what teachers do to promote the learning of academic writing. In particular, we studied how teachers teach and assess writing in higher education based on their self-reported teaching practices. We asked 64 teachers working in a Colombian university to fill in a questionnaire that we constructed for the purposes of the present study. The participants were teachers in the field of Health Sciences, the majority of whom were female (58%), with a mean age of 44 years. Data analysis consisted of cluster analysis based on items relative to teaching and assessing academic writing in order to determine teacher profiles. A Kruskal-Wallis H-test was then conducted to distinguish the found profiles as a function of teacher age. The results revealed three significantly different profiles: transmitting, assessing and no-adherence profiles. These profiles also varied as a function of age. These results will be discussed, taking into account a generational effect hypothesis, with regard to the tendency/lack of tendency for teachers to stimulate the learning of different components of academic writing (norms, methods and reflexive practices).
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| format |
article |
| author |
Dyanne Escorcia Mayilin Moreno |
| author_facet |
Dyanne Escorcia Mayilin Moreno |
| author_sort |
Dyanne Escorcia |
| title |
Teaching and assessment practices for academic writing: an analysis of teacher profiles |
| title_short |
Teaching and assessment practices for academic writing: an analysis of teacher profiles |
| title_full |
Teaching and assessment practices for academic writing: an analysis of teacher profiles |
| title_fullStr |
Teaching and assessment practices for academic writing: an analysis of teacher profiles |
| title_full_unstemmed |
Teaching and assessment practices for academic writing: an analysis of teacher profiles |
| title_sort |
teaching and assessment practices for academic writing: an analysis of teacher profiles |
| publisher |
Association for Learning Development in Higher Education (ALDinHE) |
| publishDate |
2019 |
| url |
https://doaj.org/article/622c9d7e0280411dbfd1bcf2bff6f236 |
| work_keys_str_mv |
AT dyanneescorcia teachingandassessmentpracticesforacademicwritingananalysisofteacherprofiles AT mayilinmoreno teachingandassessmentpracticesforacademicwritingananalysisofteacherprofiles |
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