Virtual teaching of postgraduate writing: a study based on teacher planning actions

Mostrar todas las versiones(2)

In order to address the difficulties that students face in solving textual productions in postgraduate courses, different pedagogical interventions aimed at generating better proposals are developed. Within the framework of a wider project, this article presents a qualitative study that, based on a...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Morán, Lourdes, Álvarez, Guadalupe, Difabio de Anglat, Hilda
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2020
Materias:
teaching practice; project design, writing; postgraduate courses
práctica pedagógica; diseño de proyecto; escritura; curso postuniversitario
Acceso en línea:https://revistas.unc.edu.ar/index.php/vesc/article/view/27450
Aporte de:
Revistas de la UNC de Universidad Nacional de Córdoba
id I10-R10-article-27450
record_format ojs
spelling I10-R10-article-274502021-09-21T18:32:17Z Virtual teaching of postgraduate writing: a study based on teacher planning actions Enseñanza virtual de la escritura de posgrado: un estudio basado en las acciones de planificación docente Morán, Lourdes Álvarez, Guadalupe Difabio de Anglat, Hilda teaching practice; project design, writing; postgraduate courses práctica pedagógica; diseño de proyecto; escritura; curso postuniversitario In order to address the difficulties that students face in solving textual productions in postgraduate courses, different pedagogical interventions aimed at generating better proposals are developed. Within the framework of a wider project, this article presents a qualitative study that, based on a virtual teaching experience of thesis writing, addresses the planning of the pedagogical intervention, particularly, the teaching intentions and the training design. This analysis allows to build categories compatible with a reflection-action model. From the reflection field, the issues around the content, the teaching position towards the students and the intentionality of the training proposal are recognized. From the decision scope, actions about the modality, the general process and the local didactic project are identified. The results of this study offer dimensions for the analysis of other formative experiences. A fin de atender las dificultades que el alumnado enfrenta para resolver las producciones textuales en los posgrados, se desarrollan diferentes intervenciones pedagógicas que se orientan a generar propuestas superadoras. En el marco de un proyecto mayor, el presente artículo comunica un estudio cualitativo que, a partir de una experiencia de enseñanza virtual de la escritura de tesis, aborda la planificación de la intervención pedagógica; en particular, las intenciones docentes y el diseño de la formación. Este análisis permite construir categorías compatibles con un modelo de reflexión-acción. Desde el ámbito de la reflexión, se reconocen las problemáticas en torno al contenido, al posicionamiento docente ante el alumnado y a la intencionalidad de la propuesta formativa. Desde el ámbito de la decisión, se identifican acciones acerca de la modalidad, del proceso general y del proyecto didáctico local. Los resultados de este estudio ofrecen dimensiones para el análisis de otras experiencias formativas. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2020-01-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/vesc/article/view/27450 Virtuality, Education and Science; Vol. 11 No. 20; 92-114 Virtualidad, Educación y Ciencia; Vol. 11 Núm. 20; 92-114 1853-6530 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/27450/29018 Derechos de autor 2020 Lourdes Morán, Guadalupe Álvarez, Hilda Difabio de Anglat
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-10
container_title_str Revistas de la UNC
language Español
format Artículo revista
topic teaching practice; project design, writing; postgraduate courses
práctica pedagógica; diseño de proyecto; escritura; curso postuniversitario
spellingShingle teaching practice; project design, writing; postgraduate courses
práctica pedagógica; diseño de proyecto; escritura; curso postuniversitario
Morán, Lourdes
Álvarez, Guadalupe
Difabio de Anglat, Hilda
Virtual teaching of postgraduate writing: a study based on teacher planning actions
topic_facet teaching practice; project design, writing; postgraduate courses
práctica pedagógica; diseño de proyecto; escritura; curso postuniversitario
author Morán, Lourdes
Álvarez, Guadalupe
Difabio de Anglat, Hilda
author_facet Morán, Lourdes
Álvarez, Guadalupe
Difabio de Anglat, Hilda
author_sort Morán, Lourdes
title Virtual teaching of postgraduate writing: a study based on teacher planning actions
title_short Virtual teaching of postgraduate writing: a study based on teacher planning actions
title_full Virtual teaching of postgraduate writing: a study based on teacher planning actions
title_fullStr Virtual teaching of postgraduate writing: a study based on teacher planning actions
title_full_unstemmed Virtual teaching of postgraduate writing: a study based on teacher planning actions
title_sort virtual teaching of postgraduate writing: a study based on teacher planning actions
description In order to address the difficulties that students face in solving textual productions in postgraduate courses, different pedagogical interventions aimed at generating better proposals are developed. Within the framework of a wider project, this article presents a qualitative study that, based on a virtual teaching experience of thesis writing, addresses the planning of the pedagogical intervention, particularly, the teaching intentions and the training design. This analysis allows to build categories compatible with a reflection-action model. From the reflection field, the issues around the content, the teaching position towards the students and the intentionality of the training proposal are recognized. From the decision scope, actions about the modality, the general process and the local didactic project are identified. The results of this study offer dimensions for the analysis of other formative experiences.
publisher Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
publishDate 2020
url https://revistas.unc.edu.ar/index.php/vesc/article/view/27450
work_keys_str_mv AT moranlourdes virtualteachingofpostgraduatewritingastudybasedonteacherplanningactions
AT alvarezguadalupe virtualteachingofpostgraduatewritingastudybasedonteacherplanningactions
AT difabiodeanglathilda virtualteachingofpostgraduatewritingastudybasedonteacherplanningactions
AT moranlourdes ensenanzavirtualdelaescrituradeposgradounestudiobasadoenlasaccionesdeplanificaciondocente
AT alvarezguadalupe ensenanzavirtualdelaescrituradeposgradounestudiobasadoenlasaccionesdeplanificaciondocente
AT difabiodeanglathilda ensenanzavirtualdelaescrituradeposgradounestudiobasadoenlasaccionesdeplanificaciondocente
first_indexed 2022-08-20T00:45:03Z
last_indexed 2022-08-20T00:45:03Z
_version_ 1770715768409817088

Ejemplares similares