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Academic writing in colombia: fostering skills in the early years
dc.contributor.advisor | Anderson, Carl Edlund | |
dc.contributor.author | González Valencia, Oscar Mauricio | |
dc.date.accessioned | 2021-02-26T20:54:39Z | |
dc.date.available | 2021-02-26T20:54:39Z | |
dc.date.issued | 2021-02-10 | |
dc.identifier.uri | http://hdl.handle.net/10818/47001 | |
dc.description | 121 páginas | es_CO |
dc.description.abstract | This qualitative research study aimed to identify the skills that benefit academic writing and should be fostered during elementary school years through the teachers’ personal beliefs and perceptions. The participants were 30 male and female primary teachers between 25 and 60 years old from a private school in Cali, Colombia. The study combined a fixed mixed-emergent method analysis of quantitative and qualitative data with equal priority and weight to the instruments (Onwuegbuzie & Combs, 2015). The timing was concurrent, making the validation of findings an on-going process throughout the general quantitative-qualitative procedures, analyzing instruments simultaneously through a questionnaire for all teachers, an interview with an expert in linguistics, and a focus group. Grounded theory was used to analyze all the participants’ answers and code them to provide the different subcategories, categories, and one core category. It was concluded that self-awareness and self-alertness are significant factors in developing meaningful literacy skills that directly affect structured writing abilities and academic writing skills. | es_CO |
dc.description.abstract | Este estudio de investigación cualitativa tuvo como objetivo identificar las habilidades que benefician la escritura académica y deben fomentarse durante los años de la escuela primaria a través de las creencias y percepciones personales de los maestros. Los participantes fueron 30 maestros y maestras de primaria entre 25 y 60 años de una escuela privada en Cali, Colombia. El estudio combinó un análisis de método fijo mixto emergente de datos cuantitativos y cualitativos con igual prioridad y peso para los instrumentos. La sincronización de los tiempos fue concurrente, haciendo de la validación de hallazgos un proceso continuo a lo largo de los procedimientos generales cuantitativos-cualitativos, analizando los instrumentos simultáneamente a través de un cuestionario para todos los docentes, una entrevista con un experto en lingüística y un grupo focal. Se utilizó la teoría fundamentada para analizar todas las respuestas de los participantes y codificarlas para proporcionar las diferentes subcategorías, categorías y una categoría principal. Se concluyó que la autoconciencia y la auto alerta son factores importantes en el desarrollo de habilidades de alfabetización significativas que afectan directamente las habilidades de escritura estructurada y las habilidades de escritura académica. | spa |
dc.format | application/pdf | es_CO |
dc.language.iso | eng | es_CO |
dc.publisher | Universidad de La Sabana | es_CO |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.source | instname:Universidad de La Sabana | es_CO |
dc.source | reponame:Intellectum Repositorio Universidad de La Sabana | es_CO |
dc.title | Academic writing in colombia: fostering skills in the early years | es_CO |
dc.type | masterThesis | es_CO |
dc.identifier.local | 280886 | |
dc.identifier.local | TE11168 | |
dc.type.hasVersion | publishedVersion | es_CO |
dc.rights.accessRights | restrictedAccess | es_CO |
dc.subject.armarc | Escritos académicos | spa |
dc.subject.armarc | Aprendizaje | spa |
dc.subject.armarc | Aptitud pedagógica | spa |
dc.subject.armarc | Alfabetización (Educación) | spa |
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thesis.degree.discipline | Facultad de Educación | es_CO |
thesis.degree.level | Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido (Virtual) | es_CO |
thesis.degree.name | Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido | es_CO |