Publication: Formación para el desarrollo de la lectura y la escritura académica : evaluación de la implantación del modelo Scaffolding Academic Literacy en el grado de primaria de la Facultad de Educación en Toledo
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2023-12-05
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Abstract
Esta tesis doctoral tiene el título FORMACIÓN PARA EL DESARROLLO DE LECTURA Y LA ESCRITURA ACADÉMICA: EVALUACIÓN DE LA IMPLANTACIÓN DEL MODELO SCAFFOLDING ACADEMIC LITERACY EN EL GRADO DE PRIMARIA DE LA FACULTAD DE EDUCACIÓN DE TOLEDO y expone el proceso de implementación de la metodología Scaffolding Academic Literacy (en adelante SAL) en el Grado de Maestro en E. Primaria de la Facultad de Educación de Toledo, así como un estudio de su impacto en el desarrollo de las competencias en lectura y escritura académica de los alumnos de primer curso en la asignatura troncal Lingüística Aplicada a la Enseñanza durante el año académico 2019/2020. La investigación pretende contribuir así al avance del ámbito de estudio de la Escritura académica desde la perspectiva disciplinar de la Didáctica de la lengua española y la orientación teórica de la Lingüística sistémico-funcional y la Pedagogía de géneros. En su dimensión teórica la tesis aporta una introducción a la trayectoria del campo disciplinar y una síntesis de los conceptos básicos del marco teórico desde el que se plantea la investigación. En su dimensión aplicada, incluye una descripción del proceso de planificación, acción, observación y reflexión vinculado a los tres ciclos sucesivos de investigación-acción en que ha sido implementada la metodología SAL (curso 2017-2018, 2018-2019 y 2019-2020). Como parte de la fase de reflexión asociada al último de los tres ciclos, se presentan además los resultados de una investigación cuasiexperimental construida sobre la hipótesis de que la implementación de esta metodología influiría positivamente en la calidad de los textos escritos de manera autónoma por los estudiantes una vez terminado el periodo de formación...
This doctoral thesis has the title of TRAINING FOR THE DEVELOPMENT OF ACADEMIC READING AND WRITING: ASSESSMENT OF THE IMPLEMENTATION OF THE SCAFFOLDING ACADEMIC LITERACY MODEL IN THE MASTER DEGREE IN PRIMARY EDUCATION OF THE FACULTY OF TOLEDO and it exposes the process of implementation of the Scaffolding Academic Literacy methodology (hereinafter SAL) in the Degree in Primary School Education of The Faculty of Education in Toledo and presents a study of its impact on the development of the academic reading and writing skills of first-year students in the core subject Applied Linguistics in Language Teaching during the32019/2020 academic year. This research aims to contribute to the advance of the field of study of Academic writing from the disciplinary perspective of Spanish language didactics and the theoretical orientation of Systemic-functional linguistics and Genre pedagogy. In its theoretical dimension, this thesis provides an introduction to the trajectory of the disciplinary field and a synthesis of the basic concepts of the theoretical framework from which the research is proposed. In its applied dimension, it describes the planning, action, observation and reflection process linked to the three consecutive cycles of action research in which this methodology has been applied (academic year 2017-2018, 2018-2019 and 2019-2020). As part of the reflection associated with the last of the three cycles, the thesis presents the results of a quasi-experimental research built on the hypothesis that the implementation of this methodology would positively influence the quality of the texts written autonomously by the students once the training period is over...
This doctoral thesis has the title of TRAINING FOR THE DEVELOPMENT OF ACADEMIC READING AND WRITING: ASSESSMENT OF THE IMPLEMENTATION OF THE SCAFFOLDING ACADEMIC LITERACY MODEL IN THE MASTER DEGREE IN PRIMARY EDUCATION OF THE FACULTY OF TOLEDO and it exposes the process of implementation of the Scaffolding Academic Literacy methodology (hereinafter SAL) in the Degree in Primary School Education of The Faculty of Education in Toledo and presents a study of its impact on the development of the academic reading and writing skills of first-year students in the core subject Applied Linguistics in Language Teaching during the32019/2020 academic year. This research aims to contribute to the advance of the field of study of Academic writing from the disciplinary perspective of Spanish language didactics and the theoretical orientation of Systemic-functional linguistics and Genre pedagogy. In its theoretical dimension, this thesis provides an introduction to the trajectory of the disciplinary field and a synthesis of the basic concepts of the theoretical framework from which the research is proposed. In its applied dimension, it describes the planning, action, observation and reflection process linked to the three consecutive cycles of action research in which this methodology has been applied (academic year 2017-2018, 2018-2019 and 2019-2020). As part of the reflection associated with the last of the three cycles, the thesis presents the results of a quasi-experimental research built on the hypothesis that the implementation of this methodology would positively influence the quality of the texts written autonomously by the students once the training period is over...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, leída el 22-04-2022