Incidencia del trabajo colaborativo docente en la enseñanza y el aprendizaje de la escritura académica

Abstract

This study sought to analyze the impact of a collaborative work strategy implemented between language teachers and teachers from other areas in teaching and learning writing in four courses from the medicine, administration, law and systems engineering programs in a private university in Colombia. A mixed-method research design was used, which included a survey conducted with 86 students on writing practices and representations, a semi-structured interview with teachers, and a discussion group with students. Changes were found in teachers' guidance and writing assessment practices and in students' representations of the function of writing and written composition practices. On the basis of these findings, collaborative work by teachers is proposed as an institutional strategy that can enhance the teaching and learning of writing through the curriculum.