Teacher researchers as writers: A way to sharing findings
| dc.contributor.author | Cárdenas, Melba Libia | spa |
| dc.date | 2003-01-01 | |
| dc.date.accessioned | 2019-09-19T21:23:21Z | |
| dc.date.available | 2019-09-19T21:23:21Z | |
| dc.description | A teacher development programme (TDP) for teachers of English at the Universidad Nacional de Colombia in Bogotá has incorporated the research element as a means to motivate practitioners to widen professional knowledge. Based on the assumption that research findings gain real value if shared with other people, teachers have been challenged to establish a dialogue with academic communities by writing formal reports required by the University and articles describing the research processes they have accomplished. This paper examines the experiences of teacher researchers as writers as revealed in a research project in progress. I start by providing some background information about the TDP and then refer to the criteria that helped us to complete the writing tasks. Difficulties and strategies used to overcome them are also pointed out. Finally, I mention the benefits teachers identified after publishing their research reports in the PROFILE journal as well as some pedagogical implications. | en-US |
| dc.description | Un programa de formación permanente de docentes (PFPD) de inglés de la Universidad Nacional de Colombia ha incorporado la investigación como una forma de motivar a los docentes a ampliar sus conocimientos profesionales. Con base en la premisa de que los resultados de la investigación cobran valor en la medida en que sean divulgados, se ha motivado a los docentes a establecer un diálogo con la comunidad académica escribiendo reportes requeridos por la Universidad y artículos que describan los procesos investigativos adelantados. En este artículo examino las experiencias de profesores investigadores y escritores, las cuales se evidencian en un proyecto de investigación en curso. Primero informo acerca del PFPD y luego menciono los criterios que nos ayudaron a completar la labor de escritura. También destaco las dificultades y las estrategias empleadas para superarlas. Finalmente, menciono los beneficios percibidos por los docentes después de publicar sus reportes y algunas implicaciones pedagógicas. | es-ES |
| dc.format | application/pdf | |
| dc.format | text/html | |
| dc.identifier | https://revistas.udistrital.edu.co/index.php/calj/article/view/181 | |
| dc.identifier | 10.14483/22487085.181 | |
| dc.identifier.uri | http://hdl.handle.net/11349/18015 | |
| dc.language | eng | |
| dc.publisher | Universidad Distrital Francisco José de Caldas | en-US |
| dc.relation | https://revistas.udistrital.edu.co/index.php/calj/article/view/181/298 | |
| dc.relation | https://revistas.udistrital.edu.co/index.php/calj/article/view/181/299 | |
| dc.source | Colombian appl. linguist. J.; Núm. 5 (2003); 49-64 | es-ES |
| dc.source | Colombian Applied Linguistics Journal; No 5 (2003); 49-64 | en-US |
| dc.source | 2248-7085 | |
| dc.source | 0123-4641 | |
| dc.subject | teacher research | en-US |
| dc.subject | writing teacher-research reports | en-US |
| dc.subject | in-service teacher education | en-US |
| dc.title | Teacher researchers as writers: A way to sharing findings | en-US |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion | |
| dc.type | Artículo revisado por pares | es-ES |
| dc.type | Peer-reviewes Article | en-US |
| dc.type.coar | http://purl.org/coar/resource_type/c_6501 |