Publication: Escribir para aprender "versus" aprender sin escribir. Prácticas de escritura académica en la formación inicial de profesionales de la educación
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2016-12-14
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Universidad Complutense de Madrid
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Abstract
La investigación expone un diseño cualitativo-interpretativo sobre prácticas de escritura académica en la formación inicial de los profesionales de la educación, entendiendo que las mismas son colaborativas con el modelaje del pensamiento creativo y divergente que requieren desarrollar dichos profesionales. El marco teórico que da sustento a esta investigación se asienta en el interaccionismo socio-discursivo vinculado al concepto de ambiente de aprendizaje pues se busca comprender e interpretar la relación que se establece entre los procesos de escritura y el aprendizaje disciplinar, así como el sentido de la producción de textos escritos en el ámbito académico. Se optó por un diseño dividido en dos etapas: una exploratoria -que permitiera tomar contacto con distintas experiencias en este sentido- y otra, experimentaldescriptiva con la intención de vislumbrar el alcance del modelo colaborativo para la formación profesional en este ámbito. La primera etapa recogió la perspectiva individual y de interacción entre docentes y alumnos en experiencias de escritura en dos contextos académicos diferenciados (uno, en México y otro, en España). La segunda etapa, por su parte, describe la perspectiva de un grupo multidisciplinar de docentes que participan en una propuesta de formación online motivados por compartir, entre pares, acciones que promueven el desarrollo de competencias escritas entre su alumnado. La información analizada –reducida a unidades mínimas de significado para su interpretación a través del Método Comparativo Constante-, permite comprender líneas de interconexión entre creencias y prácticas de docentes y alumnos, así como la relevancia que adquiere la interacción en la movilización de saberes disciplinares, aspectos sociocognitivos, axiológicos y de autoconcepto que inciden favorablemente en el desarrollo de la competencia en comunicación lingüística. Estas conclusiones resultan pertinentes al campo de indagación sobre la escritura académica pues apuntan que su enseñanza y su vinculación con el aprendizaje no solamente dependen del conocimiento de aspectos lingüísticos o de géneros textuales o discursivos (académicos o profesionales), sino directamente de la interacción y el ambiente de aprendizaje de uso y producción de dichos textos, presumiendo la incidencia que esta situación aporta al modelaje del perfil competencial de los profesionales de la educación.
The current research exposes a qualitative-interpretative design on academic writing practices in the initial training of education professionals, understanding that these practices are collaborative with the modeling of the creative and divergent thinking skills that these professionals need to develop. The theoretical framework that supports this research is based on the socio-discursive interactionism paradigm linked to the concept of learning environment as it seeks to understand and interpret the relationship established between writing processes and disciplinary learning, as well as the production of written texts in academia. A two stage research design was chosen: an exploration phase –allowing contact with different aligned subject experiences-, and a descriptive-experimental one intended to glimpse the scope of the professional training collaborative model in this matter. The first stage collected the individual and interactive perspective among teachers and students within writing experiences in two differentiated academic contexts (Mexico, in one hand, Spain in the other). The second stage described the prospect of a multidisciplinary group of teachers involved in a proposed online training course, created with the purpose of sharing peer actions that promote the development of writing skills among their students. Analyzed data –reduced into minimal units of meaning for their interpretation trough the Constant Comparative Method-, enables the comprehension of interconnection lines among teacheŕs and student́s believes and practices, as well as the relevance that the interaction acquires in the mobilization of disciplinary knowledge, as well as socio-cognitive, axiological, and self-concept aspects that favorably influence linguistic communication skill development. These findings are relevant to the academic writing field, because they point out that the teaching and learning relationship will not only depend on knowledge of language or textual or discursive genres (academic or professional), but directly from the interaction and the learning environment in the which such texts are produced, assuming the impact that this situation brings to the skill profile modeling of professionals in the field of education.
The current research exposes a qualitative-interpretative design on academic writing practices in the initial training of education professionals, understanding that these practices are collaborative with the modeling of the creative and divergent thinking skills that these professionals need to develop. The theoretical framework that supports this research is based on the socio-discursive interactionism paradigm linked to the concept of learning environment as it seeks to understand and interpret the relationship established between writing processes and disciplinary learning, as well as the production of written texts in academia. A two stage research design was chosen: an exploration phase –allowing contact with different aligned subject experiences-, and a descriptive-experimental one intended to glimpse the scope of the professional training collaborative model in this matter. The first stage collected the individual and interactive perspective among teachers and students within writing experiences in two differentiated academic contexts (Mexico, in one hand, Spain in the other). The second stage described the prospect of a multidisciplinary group of teachers involved in a proposed online training course, created with the purpose of sharing peer actions that promote the development of writing skills among their students. Analyzed data –reduced into minimal units of meaning for their interpretation trough the Constant Comparative Method-, enables the comprehension of interconnection lines among teacheŕs and student́s believes and practices, as well as the relevance that the interaction acquires in the mobilization of disciplinary knowledge, as well as socio-cognitive, axiological, and self-concept aspects that favorably influence linguistic communication skill development. These findings are relevant to the academic writing field, because they point out that the teaching and learning relationship will not only depend on knowledge of language or textual or discursive genres (academic or professional), but directly from the interaction and the learning environment in the which such texts are produced, assuming the impact that this situation brings to the skill profile modeling of professionals in the field of education.
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica y Organización Escolar, leída el 25-01-2016