Academic writing, scholarly identity, voice and the benefits and challenges of multilingualism: Reflections from Norwegian doctoral researchers in teacher education

2020 ◽  
Vol 60 ◽  
pp. 100883
Author(s):  
Virginia Langum ◽  
Kirk P.H. Sullivan
Keyword(s):  
Teacher Education ◽  
Academic Writing ◽  
Scholarly Identity

scholarly journals TRANSNATIONAL IMAGINARIES OF EMERGING IDENTITIES IN ENGLISH TEACHER EDUCATION IN A PERIOD OF ACCOMMODATION TO SOCIAL CHANGE IN BRAZILIAN HIGHER EDUCATION

2019 ◽  
Vol 58 (1) ◽  
pp. 177-194
Author(s):  
Souzana Mizan
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Academic Writing ◽  
Social Inclusion ◽  
Written Language ◽  
English Teacher ◽  
Learning Space ◽  
Brazilian Government ◽  
Ethnographic Approach ◽  
Writing Course

ABSTRACT Between 2003 and 2014, the Brazilian government adopted a public policy of expansion within Brazilian Higher Education, to strengthen processes of social inclusion. This included the construction of new campi in far-from-the-shore cities within Brazil's interior. This study took place in one of these campi, which is located in a peripheral city of a big metropolis, where an English Teacher Education course was established in 2009. The course - academic writing for English teachers - aimed to develop students' writing together with their critical thinking. It is from this academic writing course that this research emerges. The pedagogy of writing suggested in this article is based on Giroux (1988) and Freire (2005). As such, it conceives of writing as an epistemology, a mode of learning that seeks to find "the thematic universe" or "the cluster of generative topics" that the students wished to research and write about (FREIRE, 2005, p. 101). The process pursued the investigation of the students' way of thinking of the "real" in the educational context through written language. The texts produced by students revealed transnational imaginaries and literacies that rupture the dominant model of transnational movements, physical or virtual. In this context, I believe that the ethnographic approach adopted by the course to investigate the cultures and literacies of this community of students contributed to the development of the students' academic writing skills and to an exchange of world views among the students and teacher that enriched the classroom as a learning space.

scholarly journals How Much Do Nursing and Teacher Education Students in Norway Learn about Information Literacy in Their First Months of Higher Education?

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Ellen Nierenberg
Keyword(s):  
Teacher Education ◽  
Nursing Students ◽  
Information Literacy ◽  
Academic Writing ◽  
Short Term Memory ◽  
Library Instruction ◽  
Education Students ◽  
Student Groups ◽  
Self Assessments ◽  
Teacher Education Students

This paper presents the findings of recent research at Hedmark University of Applied Sciences (HUAS) in Norway. Information literacy (IL) skills of first-year nursing and teacher education students were documented twice during their first year:early in the first semester, before the library’s IL-instructionafter both library instruction and the submission of a paper in which students had use for course materialAll new students at HUAS attend two IL-classes from the library: “Searching for information” and “Evaluating and citing sources,” where students learn to:critically evaluate sourcesavoid plagiarismcite sourcesResearch questions in this study were designed to best reflect the content of the second library course, and did not address search skills. Questions in the pre- and post-surveys were nearly identical, making it possible to compare results and determine whether or not IL-skills had improved after the combination of library instruction and academic writing. The intention of the post-survey was not to measure short-term memory of library instruction, but rather to see what information students retained after writing a paper which required them to evaluate and cite sources and avoid plagiarism.The largest faculties at HUAS are nursing and teacher education, and this research focuses exclusively on students in these professional studies. Before-and-after results, measuring students’ self-assessments and their actual IL-skills, were analyzed to determine whether or not there are significant differences between student groups.Results show a substantial increase in IL-skills for both student groups in all three topics: evaluating sources, avoiding plagiarism, and citing sources. Although there were only small differences between their skills, self-assessments differed significantly, with nursing students showing more confidence in their abilities than teacher education students. Another difference between student groups is that nursing students believe more often than teacher education students that the sources of easily found facts must be cited in academic work, although this is not necessary.

scholarly journals Pedagogies of Academic Writing in Teacher Education: from Epistemology to Practice and back again

2017 ◽  
Author(s):  
Christian Beighton ◽  
Alison Blackman
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Academic Writing ◽  
Teacher Identity ◽  
New Technologies ◽  
Education Students ◽  
Academic Context ◽  
And Function ◽  
Uk Higher Education ◽  
Role And Function

TThis paper discusses barriers to the development of academic writing, in the area of teacher education in UK higher education . We first situate these issues in a higher education context increasingly defined by new technologies and diverse cohorts of higher education students. Drawing on empirical data obtained from interviews with both students and teachers (N=21), we then critically examine a range of perspectives on the definition, role and function of academic literacy in this contemporary context. Findings include useful insights into the development of writing skills and teacher identity, but they also reveal fundamental differences in the epistemological presuppositions of those teaching academic writing. These accounts are reflected in significant differences in pedagogy, and raise important questions for practice which, although potentially irresolvable, may help to explain some of the difficulties which emerge when trying to teach academic writing. Such fundamental issues, we argue, need to be at least recognized if  teachers hope to develop the writing capacity of trainee teachers in an academic context.

scholarly journals Fulfilling our educative mission: A response to edTPA critique

2018 ◽  
Vol 26 ◽  
pp. 30 ◽  
Author(s):  
Andrea Whittaker ◽  
Raymond L. Pecheone ◽  
Kendyll Stansbury
Keyword(s):  
Teacher Education ◽  
Academic Writing ◽  
Teacher Candidates ◽  
Writing Skills ◽  
Teacher Education Programs ◽  
Special Issue ◽  
Education Programs

Stanford Center for Assessment, Learning, and Equity (SCALE) provides a commentary on the manuscripts in this special issue, responding to criticisms of edTPA as an assessment that narrows the curriculum, heavily relies on students’ academic writing skills, and creates additional burdens for teacher candidates. The commentary highlights how edTPA is intended to strengthen teacher candidates’ teaching and provides suggestions for educative implementation that could improve teacher education programs.

scholarly journals Research on the Trends and Hot Topics of American Applied Linguistics: Analysis of the Changes of Strands and High-Frequency Words in AAAL Annual Conferences from 1999 to 2019

2021 ◽  
Vol 87 ◽  
pp. 143-151
Author(s):  
Bei Jin 金蓓 ◽  
Liulin Zhang 张榴琳
Keyword(s):  
Teacher Education ◽  
Academic Writing ◽  
High Frequency ◽  
Corpus Linguistics ◽  
Applied Linguistics ◽  
Oral Communication ◽  
Annual Conference ◽  
Educational Linguistics ◽  
Review Study ◽  
New Research

This paper aims to explore the trends and hot topics of American applied linguistics by the content analysis of AAAL annual conferences’ handbooks. Making a diachronic research on topical strands of AAAL Conference from 1999 to 2019, the paper studies the dynamics and the trends of American applied linguistics by analyzing the changes of the strands in the conferences under study in 20 years. Based on self-built corpora of titles and abstracts of the presented papers in 2019 AAAL Annual Conference, high-frequency vocabulary and their collocations are detected by TagCrowd and AntConc in order to find the current hot topics of applied linguistics research. The conclusion is that the development of applied linguistics has speeded up in the past four years. Educational linguistics, corpus linguistics, research methodology, teacher education, lexical research, phonetics/phonology and oral communication are the new trends in this field. The hot words of applied linguistics in 2019 include academic writing, teacher education, Chinese and translanguaging. Finally, the study found that retrospective review study of international conferences could be a new research method in the field of review study, providing scholars with a comprehensive understanding of the discipline dynamics over a period of time

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