Transitional and Transformational Spaces: Mentoring Young Academics through Writing Centres

Autor/inn/en	Archer, Arlene; Parker, Shabnam
Titel	Transitional and Transformational Spaces: Mentoring Young Academics through Writing Centres
Quelle	In: Education as Change, 20 (2016) 1, S.43-58 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
DOI	10.17159/1947-9417/2016/567
Schlagwörter	Mentors; Writing (Composition); Learning Laboratories; Intervention; Cooperative Learning; Interviews; Academic Discourse; Writing Skills; Writing Improvement; Developmental Programs; Consultants; Professional Development; Graduate Surveys; English (Second Language); Second Language Instruction; Educational Practices; Professional Identity; Sense of Community; Foreign Countries; Graduate Students; Student Centered Learning; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Schreibübung; Lernstation; Kooperatives Lernen; Interviewing; Interviewtechnik; Discourse; Diskurs; Writing skill; Schreibfertigkeit; Entwicklungsplan; Consultant; Berater; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Bildungspraxis; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	The effectiveness of writing centre interventions on student writing in higher education has been well-documented in academic literacies studies. This paper changes the focus of investigation from student to consultant and, consequently, explores the way in which an academic writing centre can function as a mentoring environment for young academics. As a collaborative learning space encouraging transition and transformation, the writing centre is an important site in which postgraduate student consultants are able to explore facets of their academic identities. The role the writing centre plays in the transition from consultant as student to professional is surfaced through a thematic analysis of interview data. We examine the textures of these transitions and the effect writing centre principles have had on teaching practice with particular reference to dealing with English additional language students and the incorporation of an "academic development" perspective into mainstream teaching. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/index.php/EAC/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01