El aprendizaje y la provisión de retroalimentación en la escritura académica: Creencias de estudiantes de pedagogía en inglés de universidades chilenas

Ochoa, Tania Tagle; Larenas, Claudio Heraldo Díaz; Hernández, Paola Alarcón; Leiva, Lucía Ramos; Lara, Marcela Quintana; Pezo, Paulo Etchegaray

doi:10.5209/rced.51615

Cited by 2 publications

(1 citation statement)

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“…More specifically, at university levels, the relationship has been determined between writing self-efficacy and other motivational dimensions such as anxiety [45,53], attitudes towards writing [54,55], apprehension and beliefs [42,56,57], intrinsic, extrinsic motivation and effort [58,59]. In addition, the reviews on regression analysis show that writing self-efficacy is an independent variable for predicting writing achievement [60].…”

Section: Writing Self-efficacymentioning

confidence: 99%

The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge

2020

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The United Nations 2030 agenda includes quality university education, highlighting the importance of writing competence, as a basic skill for the dissemination of sustainable knowledge. However, there is little evidence of the factors that predict effective written communication to support such quality. Among these factors, the literature highlights motivation and writing metacognition, as well as the adequate structuring of the academic and/or scientific genre. The main novelty of the present research is the study of the relationships between the mentioned factors, measured with validated instruments. To this end, content analysis is first applied to determine the rhetorical moves of argumentative essays written by a sample of 72 university students. Secondly, the correlations between each of the rhetorical moves, metacognition and argumentative writing self-efficacy are calculated. The relationships are studied in depth, applying step-by-step linear regression models. Finally, the dependence of the results, observed with respect to unmeasured factors, is contrasted by means of a confirmatory analysis based on structural equations. The analyses show that it is the practical ability to express rhetorical moves—Conclusion and Bibliographic References—which predicts a students’ writing metacognition. Moreover, the minor relationship that argumentative self-efficacy shows with the expression of rhetorical moves, compared to writing metacognition, point to the need to consider another motivational dimension that is driving the learning of the argumentative essay at university level, a hypothesis that is confirmed with the structural equations model. These, and other findings, allow for the establishment of a series of educational quality criteria for the empowerment of written argumentation in academic and scientific contexts.

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Section: Writing Self-efficacymentioning

confidence: 99%

The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge

2020

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Teachers´ Reflective Experience Through Classroom Video Observation

Sáez-Lantaño,

Nocetti-de-la-Barra

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">During the pandemic, online classes were held around the world, which facilitated access to observe teaching practices. This is a relevant experience, since there are few reflective instances in schools, even though public education policy emphasizes reflective practice in the professional development of teachers. In this regard, the observation of videos shows high reflective potential, helping to problematize and analyze teaching. This research sought to describe the functions and experience of classroom video observation with a reflective approach of teachers from four educational schools in the city of Concepción, Chile. The approach was interpretative, an instrumental case study design, with nine participants, selected by a maximum variation sampling and safeguarding ethical criteria. In-depth interviews were conducted and subjected to content analysis. The results showed three functions of the video observation, one instrumental and two others of reflective approach. In addition, the video observation was recognized as a reflective experience that facilitates the reconsidering of teaching performance, renewing practices, and developing reflective habits; also, facilitating and hindering elements were found in the video observation. It is concluded that the functions and experience of video observation could improve and professionalize teaching, based on the awareness and understanding of practice.</p>

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El aprendizaje y la provisión de retroalimentación en la escritura académica: Creencias de estudiantes de pedagogía en inglés de universidades chilenas

Cited by 2 publications

References 15 publications

The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge

The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge

Teachers´ Reflective Experience Through Classroom Video Observation

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