International Portal of Teacher Education
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Search results for: Academic writing
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5 items
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This study investigated the properties of an online course and it aims to examine how the ICT environment develops academic writing ability in a course on sociolinguistics – the study of the relationship between language and society and society and language with regard to topics such as second language acquisition, mother tongue, linguistic diversity, dialects, diglossia, language and identity, linguistic policy, and linguistic-educational policy. The preliminary research findings demonstrate that the online course accords actual added value to learning and contributes to the sum total of the quality of self-learning and its compatibility with the spirit of today's demands. The online course enriches the ways of learning and empowers the study experience.
Published: 2016
Updated: Aug. 10, 2016
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This study investigates how master’s students who are also longtime teachers contend with the requirements of academic writing. The purpose of the study is to identify points of difficulty in order to find appropriate methods of support. To this end, the authors interviewed teachers pursuing a master’s degree at a college of education in Israel. During the interviews, the authors identified a number of patterns, including students who were used to different ways of expressing themselves and found it difficult to comply with the principles of academic writing.
Published: 2016
Updated: Jul. 18, 2016
3
This essay looks mainly at the reviewing and, to some extent, the editing of the writing for publication which most of us carry out as academics, educational developers, and through the range of our roles. The findings reveal tensions, richness, processes and practices. Some of the responses concern academic identity, some the relationship to the discipline, while others focus on the processes and the politics of reviewing and editing, the actual practice, finessing, justice and fairness. Several themes emerge concerning the politics and practices of writing, reviewing and editing for successful publication which include: (1) Publishing and the academic role: academic identities as writers and peer reviewers. (2) Practice of reviewing: ‘tough love’ – reviewers balancing support with gatekeeping. (3) Professionalising editing and reviewing.
Published: 2013
Updated: Jun. 01, 2016
4
This article focuses on the challenge that could be broadly termed as ‘the digitisation of academic work’. However, this article stresses the concrete composition of academic work without making any general presumptions regarding how the university looks at present. The article concludes that it makes not much sense any more to talk about academic practice in terms of humans or non-humans, material or digital, etc. Instead, perhaps it makes more sense to speak of actors in academic practice as being human-digital.
Published: 2014
Updated: Jul. 23, 2014
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The aim of this study was to explore the teacher educators' experience in writing a book. Eighteen experienced teacher educators, who completed their respective books, were interviewed individually or participated in a focus group discussion. The findings reveal that although the teacher educators had different motivations for writing and took various paths in their writing, they all view this experience as contributing to them cognitively, emotionally and in practice; teaching nourished their writing but was also influenced by and improved as a result of the writing. The authors suggest providing teacher educators with a supportive infrastructure - budgetary, editorial and managerial - in order to encourage them to write and publish.
Published: 2010
Updated: Mar. 14, 2010