Scaffolding Genre-Based Writing in the Subjects: Lecturers' Learning Processes in a Design-Based Research Project

Autor/inn/en	Kuiper, Cindy; Smit, Jantien
Titel	Scaffolding Genre-Based Writing in the Subjects: Lecturers' Learning Processes in a Design-Based Research Project
Quelle	In: Journal of University Teaching and Learning Practice, 19 (2022) 5, Artikel 9 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Writing Instruction; Scaffolding (Teaching Technique); Literary Genres; Higher Education; Foreign Countries; Design; Writing (Composition); Metalinguistics; Writing Teachers; Teacher Education; College Faculty; Netherlands + Suchen Sie Ihr Suchwort? Schreibunterricht; Literarische Form; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Schreibübung; Metalanguage; Metasprache; Lehrerausbildung; Lehrerbildung; Fakultät; Niederlande
Abstract	To promote student writing development, integrated approaches such as genre-based writing instruction (GBWI) are advocated in tertiary education. However, most subject lecturers are not used to centralise writing in their subjects as they focus on content teaching. Capitalising on teacher learning within GBWI is therefore necessary. Design-based research can offer a fruitful learning environment for such innovative type of content and language integrated instruction. In a multiple case study (n=2) in Dutch higher professional education, we aimed to explore what subject lecturers can learn in a design-based research project in terms of scaffolding students' writing. Qualitative data on teacher learning were collected through logs and interviews before, during and after three GBWI interventions. These data were transcribed verbatim and analyzed using transcription software. Results showed the subject lecturers reported multifaceted learning outcomes, particularly concerning changed knowledge and beliefs. Some of these were directly related to GBWI (e.g., metalanguage, deconstruction, text features) whereas others were related to scaffolding language in subject learning more generally, and to the lecturers' teaching roles. Both lecturers also reported learning outcomes in terms of changed practices, but to a lesser extent. This may be related to the challenging character of enacting GBWI in the subjects. On a more general level, this study has yielded valuable insights into what factors are at stake when subject lecturers learn to enact GBWI. Further, it has shown the potential of a design-based research learning environment which we view as part of a causal field instigating subject lecturers' professional development. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01