How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude
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Data de Publicação: | 2016 |
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Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Ilha do Desterro |
Texto Completo: | https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n3p115 |
Resumo: | This study explored faculty conceptions about reading and writing, the student body, reasons for student low-performance as well as their declared teaching practices aimed at helping students to better understand readings and write academic texts. The objective was to understand what type of professors´ conceptions contributed with a more inclusive attitude towards first-year students. Content analysis from data gathered from in-depth interviews indicates that professors who acknowledged the complexity of the reading and writing processes tend to be more inclusive and to use reading and writing to teach and not just to evaluate. Those who taught writing courses tended to consider writing as a general skill, transferable to other contexts and spheres of knowledge. Less-inclusive teachers, explaining why they did not offer guidance or proposed remedial solutions, claimed that students should already have mastered academic reading and writing when entering the university and that teaching these skills implied being overprotective and not allowing them to mature. |
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How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitudeComo as concepções docentes sobre leitura, escrita e seu papel no ensino de literacia acadêmica influenciam a sua atitude inclusivaThis study explored faculty conceptions about reading and writing, the student body, reasons for student low-performance as well as their declared teaching practices aimed at helping students to better understand readings and write academic texts. The objective was to understand what type of professors´ conceptions contributed with a more inclusive attitude towards first-year students. Content analysis from data gathered from in-depth interviews indicates that professors who acknowledged the complexity of the reading and writing processes tend to be more inclusive and to use reading and writing to teach and not just to evaluate. Those who taught writing courses tended to consider writing as a general skill, transferable to other contexts and spheres of knowledge. Less-inclusive teachers, explaining why they did not offer guidance or proposed remedial solutions, claimed that students should already have mastered academic reading and writing when entering the university and that teaching these skills implied being overprotective and not allowing them to mature. Este estudo explorou concepções docentes sobre leitura e escrita, sobre o corpo discente, sobre razões para baixo desempenho de estudantes, bem como suas práticas de ensino destinadas a ajudar os alunos a compreender melhor as leituras e a escrever textos acadêmicos. O objetivo foi compreender que tipo de concepções docentes contribuiu com uma atitude mais inclusiva em relação a alunos do primeiro ano. A análise a partir de dados recolhidos em entrevistas em profundidade indica que os professores que reconheceram a complexidade dos processos de leitura e escrita tenderam a ser mais inclusivos e a usar a leitura e a escrita para ensinar, e não apenas para avaliar. Aqueles que lecionaram cursos de escrita tenderam a considerar a escrita como uma habilidade geral, transferível para outros contextos e esferas de conhecimento. Professores menos inclusivos, explicando porque não ofereceram orientação ou soluções alternativas, afirmaram que os alunos já deveriam ter dominado a leitura e escrita acadêmicas ao entrar na universidade e que ensinar essas habilidades implicaria em atitude superprotetora, não permitindo o amadurecimento discente. UFSC2016-09-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n3p11510.5007/2175-8026.2016v69n3p115Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; Vol. 69 No. 3 (2016); 115-124Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; v. 69 n. 3 (2016); 115-1242175-80260101-4846reponame:Ilha do Desterroinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCenghttps://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n3p115/32641Copyright (c) 2016 Laura Colombo, Mónica Priorinfo:eu-repo/semantics/openAccessColombo, LauraPrior, Mónica2019-01-25T08:58:30Zoai:periodicos.ufsc.br:article/43332Revistahttp://www.periodicos.ufsc.br/index.php/desterroPUBhttps://periodicos.ufsc.br/index.php/desterro/oaiilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com2175-80260101-4846opendoar:2019-01-25T08:58:30Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude Como as concepções docentes sobre leitura, escrita e seu papel no ensino de literacia acadêmica influenciam a sua atitude inclusiva |
title |
How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude |
spellingShingle |
How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude Colombo, Laura |
title_short |
How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude |
title_full |
How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude |
title_fullStr |
How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude |
title_full_unstemmed |
How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude |
title_sort |
How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude |
author |
Colombo, Laura |
author_facet |
Colombo, Laura Prior, Mónica |
author_role |
author |
author2 |
Prior, Mónica |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Colombo, Laura Prior, Mónica |
description |
This study explored faculty conceptions about reading and writing, the student body, reasons for student low-performance as well as their declared teaching practices aimed at helping students to better understand readings and write academic texts. The objective was to understand what type of professors´ conceptions contributed with a more inclusive attitude towards first-year students. Content analysis from data gathered from in-depth interviews indicates that professors who acknowledged the complexity of the reading and writing processes tend to be more inclusive and to use reading and writing to teach and not just to evaluate. Those who taught writing courses tended to consider writing as a general skill, transferable to other contexts and spheres of knowledge. Less-inclusive teachers, explaining why they did not offer guidance or proposed remedial solutions, claimed that students should already have mastered academic reading and writing when entering the university and that teaching these skills implied being overprotective and not allowing them to mature. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-09-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n3p115 10.5007/2175-8026.2016v69n3p115 |
url |
https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n3p115 |
identifier_str_mv |
10.5007/2175-8026.2016v69n3p115 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n3p115/32641 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Laura Colombo, Mónica Prior info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Laura Colombo, Mónica Prior |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UFSC |
publisher.none.fl_str_mv |
UFSC |
dc.source.none.fl_str_mv |
Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; Vol. 69 No. 3 (2016); 115-124 Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; v. 69 n. 3 (2016); 115-124 2175-8026 0101-4846 reponame:Ilha do Desterro instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Ilha do Desterro |
collection |
Ilha do Desterro |
repository.name.fl_str_mv |
Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
ilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com |
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1789434823015661568 |