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Academic Writing in Context: Possibility of Professional Development of University Professors

Abstract

The research reported in this article corresponds to the results of a documentary analysis (Galeano, 2012) of “The academic writing in context: possibility of professional development of university professors”. The study aims, on the one hand, to identify, through research in academic writing, the different theoretical and methodological perspectives, and, on the other hand, to analyze the relationship that exists between academic writing and the professional development of university professor. To this end, 50 documen ts dating from 2006 to 2016 were analyzed and published in different countries, such as Chile, Colombia, Mexico, Portugal, Argentina, Venezuela, the United States, Spain and Canada. The results show the interest of the researchers due to the difficulties that exist in the writing process, the scriptural formation of the university professor, the writing as a complex task, the use of academic writing, the explanations to the problems of reading and writing in the student leaving aside teachers, and student l earning and teachers' didactics

Keywords

academic writing, university professor, professional development, university education

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Author Biography

ELIZABETH HERNÁNDEZ VARGAS

Licenciada en Filología de la Universidad Libre de Colombia. Magíster en Linguística Española del Instituto Caro y Cuervo. Candidata a Doctora en Educación de la Universidad Católica de Manizales.

Profesora de Educación Media en la Institución Educativa Antonio Nariño en Villavicencio, Meta.

profesora de educación Superior de la Universidad Cooperativa de Colombia, sede Villavicencio.

MARTHA LILIANA MARÍN CANO

Doctora en Ciencias de la Educación de la Red de Universidades Estatales de Colombia. Magíster en Educación del convenio Universidad de Caldas–Universidad Javeriana. Investigadora del grupo ALFA de la Universidad Católica de Manizales. 


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