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1
Anishchenko, V. "RESULTS OF THE STUDY ON THE STATUS OF PROFESSIONAL COMPETENCE FORMATION OF FUTURE PENITENTIARY OFFICERS OF UKRAINE IN TRADITIONAL TRAINING SYSTEM." Innovative Solution in Modern Science 1, no. 37 (March 26, 2020): 103. http://dx.doi.org/10.26886/2414-634x.1(37)2020.10.
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The main indicator of the readiness for future activity of penitentiary officers of the State Criminal and Executive Service of Ukraine is the professional competence. The problem of its formation study is urgent especially at present, when the whole penitentiary system of our country is being reformed.The purpose of the article is to determine the results of experimental verification of professional competence level of future penitentiary officers of the traditional training system. In order to achieve the purpose, there were used the study methods as questioning, testing, cadets and students' practical tasks in solving juridical situations, writing essays, interviews and others.The article presents the results of the study of professional competence level of future penitentiary officers of Ukraine, who obtain higher education at the first (bachelor’s) and second (master’s) levels of education. The professional competence level of future officers of the State Criminal and Executive Service of Ukraine was determined by cognitive, activity, motivational, motivational and volitional, axiological and professional and personal criteria.The provided study results of the status of professional competence formation of future penitentiary officers in the traditional training system indicate the need for methodological improvement of the training system which in the future will become the basis for the author's concept development for the graduate officers` training of the State Criminal ans Executive Service of Ukraine.Keywords: penitentiary officer, professional competence, service quasi-professional activity, criteria of the level of professional competence formation, professional development.
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Conrad, Nina. "Revisiting Proofreading in Higher Education: Toward an Institutional Response to Editors Canada’s Guidelines for Ethical Editing of Student Texts." TESL Canada Journal 36, no. 1 (October 1, 2019): 172–83. http://dx.doi.org/10.18806/tesl.v36i1.1309.
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Anglosphere universities are a site of growing concern about students’ use of professional English language editing and proofreading services for the correction of academic writing. Students’ use of such services raises issues of ethics and academic integrity as well as fundamental questions about how value is allotted to the labour involved in producing written texts and providing writing instruction. In addition, the term proofreading is ambiguous, obscuring the extent to which proofreaders intervene in students’ written texts. Although much attention has been focused on graduate students’ use of proofreading services, there is growing recognition that some undergraduates receive proofreading as well. In response to these issues, Editors Canada (2018) has recently released new guidelines for ethical editing of student texts that, for the first time, delineate standards for professional editing of both undergraduate and graduate students’ writing. These guidelines are effective in clarifying acceptable practices for editors, students, and university instructors, yet they apply only to students who seek proofreading from an Editors Canada affiliate. This essay summarizes key considerations in the proofreading debate with the aim of encouraging the development of clearer institutional and classroom policies on proofreading that will complement the Editors Canada guidelines and apply to all students.
Les universités de l’anglosphère s’inquiètent de plus en plus de l’utilisation que font les étudiants et étudiantes de services professionnels de révision et de correction pour leurs textes académiques de langue anglaise. Le recours à de tels services de la part des étudiants soulève des questions d’éthique et d’intégrité académique en plus de questionnements fondamentaux sur l’attribution de la valeur accordée au travail exigé pour la production de textes écrits et l’enseignement de l’écriture. Qui plus est, le terme de correction est ambigu puisqu’il ne permet pas de déterminer dans quelle mesure les correcteurs interviennent dans les textes écrits des étudiants. Si on accorde une attention grandissante au recours des étudiants de cycle supérieur aux services de correction, on reconnaît de plus en plus que certains étudiants de premier cycle y font appel eux aussi. En réponse à ces questions, Réviseurs Canada (2018) a récemment publié de nouvelles directives pour la révision éthique de textes rédigés par des étudiants qui délimitent pour la première fois les normes applicables à la révision professionnelle de textes d’étudiants de premier cycle et de cycle supérieur. Ces normes définissent clairement les pratiques acceptables chez les réviseurs, les étudiants, et les enseignants universitaires, mais elles s’appliquent uniquement aux étudiants qui recourent à des services de correction de texte affiliés à Réviseurs Canada. Le présent essai résume les principales considérations du débat sur la correction de texte dans le but de permettre d’offrir aux établissements et aux salles de classe des politiques de correction plus claires susceptibles de compléter les directives de Réviseurs Canada et de s’appliquer à l’ensemble de la population étudiante.
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Błaszczyński, Kamil. "CODE PREFERENCES OF 1st YEAR UNDERGRADUATE STUDENTS – CASE STUDY OF “SOCIOLOGY OF DISPOSITIONAL GROUPS” STUDENTS." Journal of Education Culture and Society 6, no. 2 (January 2, 2020): 184–95. http://dx.doi.org/10.15503/jecs20152.184.195.
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Because of the formal and non-formal changes which are taking place in Polish higher education, the role and function of the university is also changing. Contemporary Polish students consider higher education as one of the phases of their career. The new generations of students expect rapid and effective education, perceiving academic education as a purchase of services or professional training. The aim of the study was to diagnose if those trends are visible also in the processes of communication between the students and the academic staff. To verify this thesis, the author diagnoses the language expression of students, in the form of essay writing. Expressions were analysed quantitatively and were correlated with some chosen indicators of the students social background.
Results indicated that students language expression could be divided into three types: mixed, restricted and elaborate expression. Each of those types can be classified as social codes, which have their own features. Gathered data only partially confirmed the hypothesis tested by the author. Because of the low scale of the study, it can only be considered an inspiration for other researchers and future studies on a high-scale level.
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Neal, Michael R. "Review Essay: Assessment in the Service of Learning." College Composition & Communication 61, no. 4 (June 1, 2010): 746–58. http://dx.doi.org/10.58680/ccc201011337.
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Effective Grading: A Tool for Learning and Assessment in College, 2nd ed. Barbara E. Walvoord and Virginia Johnson Anderson San Francisco: Jossey-Bass, 2010. 255 pp. A Guide to College Writing Assessment Peggy O’Neill, Cindy Moore, and Brian Huot Logan: Utah State University Press, 2009. 218 pp. Organic Writing Assessment: Dynamic Criteria Mapping in Action Bob Broad, Linda Adler-Kassner, Barry Alford, Jane Detweiler, Heidi Estrem, Susanmarie Harrington, Maureen McBride, Eric Stalions, and Scott Weeden Logan: Utah State University Press, 2009. 167 pp. Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing Carl Whithaus Mahwah, NJ: Erlbaum, 2005. 169 pp. Composition in Convergence: The Impact of New Media of Writing Assessment Diane Penrod Mahwah, NJ: Erlbaum, 2005. 184 pp.
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Díaz Larenas, Claudio, Lucía Ramos Leiva, and Mabel Ortiz Navarrete. "Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 87–100. http://dx.doi.org/10.15446/profile.v19n2.60231.
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This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.
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Opaliuk T. L. "METHOD OF WRITING DISCURSIVE ESSAYS ON SOCIAL AND PEDAGOGICAL TOPICS." World Science 3, no. 3(55) (March 31, 2020): 23–30. http://dx.doi.org/10.31435/rsglobal_ws/31032020/6987.
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The article discusses essential problems of discursive essay writing method during professional formation of a future teacher, conceptual approaches and technique of step-by-step preparation for its writing, as well as approaches to assessing and analyzing the level of performance using defined set of criteria given specifics of social and pedagogical problems. General theoretical bases of interpretation of discourse features and logic and technological support of its implementation are described, given the specifics of essay writing method, which was not relevant in the system of information and reproductive professional education.
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Adebanjo, Adebimpe Olubunmi, Olusola Akintunde Adediran, and Adebayo Adeyinka Salako. "Appraising the Blindspots and Creativity Effects in the Teaching of Essay Writing Among Students with Learning Disabilities." International Journal of Interdisciplinary Research Methods 11, no. 1 (January 15, 2024): 60–67. http://dx.doi.org/10.37745/ijirm.14/vol11n16067.
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Effective teaching/learning of essay writing is very crucial to the achievement of educational objectives. This paper, therefore, discussed the aims of teaching essay writing in schools most importantly to students with learning disabilities, notably to develop critical thinking skills in the students; stages involved in essay writing was extensively discussed: pre-writing, writing, post-writing, to mention but a few. The paper also viewed creativity as a key to professional development in the 21st century. Different definitions of creativity as given by some scholars were highlighted and some important components of the concept as well as the features of a creative student were discussed. The paper further discussed some creative methods of teaching essay writing to students with learning disability, among which are potency of technology and bringing of samples to the classroom for students’ observation and learning.
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Beccaria, Lisa, Megan Kek, and Henk Huijser. "Using "just in time" online feedback to improve first year undergraduate nursing students' essay writing performance." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 91–109. http://dx.doi.org/10.53761/1.16.4.7.
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Undergraduate nursing students often find essay writing challenging, and feel underprepared, yet the impact of using online feedback to support essay writing has been underexplored. First-year nursing students from a regional university were involved in a project that encouraged them to access an online tutoring service, as part of their development of an essay task. Significant differences were found in students’ final essay marks for those who accessed the online writing support. Students who accessed online writing support were also more likely to be deep, rather than surface learners. The findings indicate that the provision of prompt or ‘just in time’ feedback, using an online feedback mechanism, can greatly enhance students’ essay writing performance.
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Dush, Lisa. "When Writing Becomes Content." College Composition & Communication 67, no. 2 (December 1, 2015): 173–96. http://dx.doi.org/10.58680/ccc201527641.
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This essay explores content, a word and concept now often associated with writing in fields including marketing, journalism, publishing, and technical communication. Ipresent a definition of content appropriate to writing studies and explore a range of issues and practices that the content metaphor can bring to our professional, scholarly, and pedagogical attention.
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Ybyrayeva, Korkem, Merey Shyrynbekova, and Fariza Toltebayeva. "Developing students' academic writing skills through the use of Bloom's taxonomy strategies (analysis, synthesis, evaluation)." InterConf, no. 39(179) (November 20, 2023): 155–60. http://dx.doi.org/10.51582/interconf.19-20.11.2023.016.
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This research explores the application of Bloom's taxonomy as a tool to enhance students' argumentation skills in academic writing. The professional development goal focuses on developing students' academic writing skills through the strategic implementation of Bloom's taxonomy strategies, specifically analysis, synthesis, and evaluation. The study aims to improve students' academic essay argumentation by cultivating higher-order thinking skills. The research is prompted by the identified knowledge gap in students' writing skills, including low argumentative writing, lack of high-order thinking skills, and insufficient interdisciplinary integration. The action research plan addresses these gaps and proposes new approaches to enhance students' academic essay writing skills.
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Opaliuk, T. "SUBSTANTIATION OF THE APPLICABILITY OF AN ESSAY WRITING METHOD ON SOCIAL AND PEDAGOGICAL ISSUES." Pedagogical Sciences, no. 72 (August 16, 2019): 65–71. http://dx.doi.org/10.33989/2524-2474.2018.72.176123.
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This scientific work is devoted to the attempt to substantiate comprehensively the expediency of using the method of writing essays on socio-pedagogical topics in the process of teacher’s professional training. Proceeding from the interpretation of the essence of the method, its functional purpose in philosophical, linguistic, and literary literature, we determined adaptive foundations of the method regarding the features of the effective use of the method of essay writing in the educational process and pedagogy as a discipline. Specific examples demonstrate the priorities of the essay writing method in the development of social competence in particular and the social reflection of the future teacher in general. We stressed the great importance of the functions of self-education, self-worth student's activity, the development of creative reflexive thinking, and the ability to make effective decisions on an actual problem that has both professional and social significance.Within the framework of the research that had been made, the methodical applicability of the essay was determined. Thus, the methodical applicability of essay provides the transformation of the goal into the plan: the development of a training method based on a specific plan (personally oriented goal), which gives the opportunity to focus on the aspects of the problem that is of special significance for the student. in the process of professional development. The methodical applicability of essay writing gives an opportunity to work out the technique of writing creative work, directing it to a concrete expected result of a current student’s problem. It optimizes the method of work with the theoretical material with a further formation of theoretical constructs, on the basis of which the work on its implementation into a practical plane on a personally oriented basis is developed. The methodical applicability of essay increases the level of efficiency of the methodology of algorithmic thinking activity in the situation of a theoretical and practical study of the problem, and self-determination in its context. Besides, the functions of self-educational, self-assessing student activity are enhanced, which manifests itself in the ability to make effective decisions on an actual problem that has both professional and social significance.
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Mansfield, Susan. "Sponsoring Professional Growth through Professional Writing: An Idea for In-Service." Kappa Delta Pi Record 24, no. 1 (October 1987): 7–9. http://dx.doi.org/10.1080/00228958.1987.10517821.
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Canagarajah, Suresh. "Translingual Writing and Teacher Development in Composition." College English 78, no. 3 (January 1, 2016): 265–73. http://dx.doi.org/10.58680/ce201627658.
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Teacher preparation for translingual writing differs from dominant forms of professional development wherein teachers are armed with predefined norms, materials, and knowledge for classroom purposes. Describing the principles that guide a teacher training course, this essay argues that teacher preparation for translingual writing should focus on encouraging teachers to construct their pedagogies with sensitivity to student, writing, and course diversity, thus continuing to develop their pedagogical knowledge and practice for changing contexts of writing. The essay outlines the principles (practice-based, dialogical, and ecological) that shape the course, describes its main features, and assesses its outcomes.
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Suchona, Iffat Jahan. "Essay Writing Activities in Class: Bangladeshi Undergraduates’ Perspectives." Shanlax International Journal of English 8, no. 4 (September 1, 2020): 16–24. http://dx.doi.org/10.34293/english.v8i4.3340.
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Although smart writing skill is equally important in both academic and professional spheres, many Bangladeshi tertiary level learners find writing skills too difficult to be developed. In respect of this, the students are given many writing tasks (such as composing a five-paragraph essay) to improve their competencies in a language classroom. Anyhow, writing a good essay needs several cognitive steps that a student has to go through demanding a high level of motivation and constructive teacher feedback. Considering the fact, this paper has investigated tertiary level Bangladeshi learners’ perspectives about how the essay-writing tasks keep them motivated in class. This pilot project had been conducted using a set of 20 items (quantitative survey questionnaire), which was administered among thirty participants from the Department of English of a reputed Bangladeshi public university. The small-scale research revealed that the majority of the undergraduates stay motivated during the brainstorming part of essay writing tasks. However, many of them find the patterns of essays quite confusing. However, these learners believe more writing assignments, along with effective teacher feedback, can highly encourage them to develop their writing skills.
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Opaliuk T. L. "METHODOLOGY OF WRITING AN ARGUMENTATIVE ESSAY ON SOCIAL AND PEDAGOGICAL TOPICS." International Academy Journal Web of Scholar, no. 3(45) (March 31, 2020): 46–51. http://dx.doi.org/10.31435/rsglobal_wos/31032020/7008.
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The article concerns the problems connected with the use of such non- standard creative method of professional training of the future teacher as an argumentative essay, having high potential of independent scientific study of the problem that has clearly expressed personality-oriented priorities. Both the concept and the methodology of preparing and writing an essay on social and pedagogical topics by the student are based on the determined theoretical positions that reflect the essence of the argumentative essay, the logic of its formation, indicating a fundamental difference in relation to functional and content-procedural features of writing a discursive essay.
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STAVINS, ROBERT N. "THE EVOLUTION OF ENVIRONMENTAL ECONOMICS: A VIEW FROM THE INSIDE." Singapore Economic Review 62, no. 02 (April 28, 2017): 251–74. http://dx.doi.org/10.1142/s0217590816500399.
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This essay provides one economist’s perspective on the two-decade evolution of the field of environmental economics, by tracing it through personal reflections on the professional path that has led to my research and writing. Also, the article summarizes the highlights of some of my research and writing during this period.
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Martono, Nur Arifah Drajati, Dewi Rochsantiningsih, and Surya Agung Wijaya. "Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs." Register Journal 16, no. 2 (November 28, 2023): 186–206. http://dx.doi.org/10.18326/register.v16i2.186-206.
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English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.
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Martono, Nur Arifah Drajati, Dewi Rochsantiningsih, and Surya Agung Wijaya. "Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs." Register Journal 16, no. 2 (November 28, 2023): 186–206. http://dx.doi.org/10.18326/register.v16i2.186-205.
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English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.
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Lindenman, Heather, Dana Lynn Driscoll, Andrea Efthymiou, Matthew Pavesich, and Jennifer Reid. "A Taxonomy of Life Writing: Exploring the Functions of Meaningful Self-Sponsored Writing in Everyday Life." Written Communication 41, no. 1 (December 12, 2023): 70–106. http://dx.doi.org/10.1177/07410883231207106.
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This essay takes as its focus the everyday writing that people compose: the self-sponsored, nonobligatory texts that people write mainly outside of work and school. Through analysis of 713 survey responses and 27 interviews with accompanying writing samples, this study provides a panoramic view of the functions of self-sponsored writing and rhetorical activity for U.S. adults, ages 18 to 65+ years, from a range of geographic, cultural, and professional backgrounds. The Taxonomy of Life Writing presented in this essay demonstrates the range of ways that writing functions in people’s daily lives. It includes 19 key functions of life writing, organized into six metafunctions: Creativity and Expression, Identity and Relationships, Organization and Coordination, Preservation and Memory, Reflection and Emotion, and Teaching and Learning. Based on our findings, we affirm the important and diverse functions that life writing serves and propose expanding the threshold concepts of writing to include greater focus on nonobligatory, self-sponsored writing activity.
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Hafidz, Moh, and Siti Maria Ulfa. "The Language Relativity on Students' Essay Writing by Utilizing Mind Mapping Technique in EFL Learning." Edulitics (Education, Literature, and Linguistics) Journal 8, no. 2 (November 30, 2023): 1–7. http://dx.doi.org/10.52166/edulitics.v8i2.4787.
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This article discusses essay writing techniques, preposition and transitional words, and terms that cannot be lexically or syntactically comprehended but can be culturally understood. The purpose of this study is to discover language relativity in students' essay paragraphs utilizing a mind mapping technique in EFL learning. The researcher employed a descriptive strategy, observing and documenting the writing process in class. The participants were distinguished by their diverse living, educational, and professional backgrounds. These writings were descriptively assessed using appropriate literature, and observations were also undertaken to arrive at a reasonable interpretation. As a result, mind mapping with language relativity integrates meaningful students' knowledge such as history, linguistics such as preposition and transition word usage, and Indonesian cultural types and values such as Sarabi, Gempol Ice, and Rujak Cingur are Indonesian iconic culinary to organize and structure into essay writing fluently in EFL learning.
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Hocks, Mary E. "Understanding Visual Rhetoric in Digital Writing Environments." College Composition & Communication 54, no. 4 (June 1, 2003): 629–56. http://dx.doi.org/10.58680/ccc20031501.
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This essay illustrates key features of visual rhetoric as they operate in two professional academic hypertexts and student work designed for the World Wide Web. By looking at features like audience stance, transparency, and hybridity, writing teachers can teach visual rhetoric as a transformative process of design. Critiquing and producing writing in digital environments offers a welcome return to rhetorical principles and an important pedagogy of writing as design.
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Novi Rahmania Aquariza and Tatik Muflihah. "Solving The Students’ Problems In Writing Narrative Essay Through Pentigraf Writing Technique." EDUJ : English Education Journal 1, no. 2 (December 24, 2023): 87–91. http://dx.doi.org/10.59966/eduj.v1i2.568.
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This study looks into how an English lecturer used the Pentigraf writing technique to teach writing during the second semester of English pre-service lecturers. The employment of the Pentigraf writing approach by the English lecturer and the students' perceptions of it were the subjects of a narrative inquiry, which was chosen as the research design. The study's findings show that: 1) The professor employs Pentigraf writing because it is straightforward, entertaining, and efficient. 2) The preservice lecturer's poor language competence was the biggest issue the lecturer faced when employing the Pentigraf writing approach. 3) Before implementing the Pentigraf writing approach, teaching materials must be prepared. 4)Students in classes three and four demonstrated positive attitudes toward the Pentigraf writing style by acknowledging that it made writing easier for them to learn, motivated them more, and made it more pleasant. This study's implications are meant to aid in the development of writing instruction methods.
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Cruz, Giseli Barreto da, Isabel Maria Sabino de Farias, and Márcia De Souza Hobold. "Indução profissional e o início do trabalho docente: debates e necessidades (Professional induction and the beginning of teaching work: debates and needs)." Revista Eletrônica de Educação 14 (October 9, 2020): 4149114. http://dx.doi.org/10.14244/198271994149.
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e4149114This piece of writing, in the form of a theoretical essay, aims to problematize the concept of professional teaching induction, a reflection developed in dialogue with the analysis of the possibilities and weaknesses that permeate the beginning of the teaching career. The article starts from the distinction of the terms professional insertion, beginning teachers, commencing teachers, incoming teachers and teaching induction, all articulated to the field of teacher education. In this path, it discusses conceptions and policies of professional induction to teaching in the search to highlight induction not as a way of inducing early-career teachers to continue teaching, but as a construct that recognizes and defends the need of these teachers to have space for formation, welcoming and monitoring of their professional performance. It is argued that the concept of induction among us cannot be incorporated without a critical understanding of the objective and subjective working conditions experienced by teachers, which, in many foreign countries, are much more adequate than in the Brazilian reality. The analyses of this essay are supported by the studies of: Alarcão & Roldão; Cochran-Smith; Lima; Marcelo; Marcelo & Vaillant; Vaillant.ResumoEste escrito, em forma de um ensaio teórico, objetiva problematizar o conceito de indução profissional docente, reflexão desenvolvida em diálogo com a análise sobre as possibilidades e fragilidades que permeiam o começo da carreira docente. O artigo parte da distinção dos termos inserção profissional, professores iniciantes, professores principiantes, professores ingressantes e indução docente, todos articulados ao campo da formação de professores. Neste percurso discute concepções e políticas de indução profissional docente na busca por evidenciar a indução não como uma forma de induzir os professores em início de carreira à continuidade no trabalho docente, mas como um constructo que reconhece e defende a necessidade de que esses professores tenham espaço de formação, acolhimento e acompanhamento de sua atuação profissional. Argumenta-se que o conceito de indução entre nós não pode ser incorporado sem uma compreensão crítica em relação às condições objetivas e subjetivas de trabalho vividas pelos professores, as quais, em muitos países estrangeiros, são bem mais adequadas do que na realidade brasileira. As análises deste ensaio encontram-se sustentadas nos estudos de: Alarcão e Roldão; Cochran-Smith; Lima; Marcelo; Marcelo e Vaillant; Vaillant.Palavras-chave: Formação de professores, Inserção profissional docente, Indução profissional docente, Trabalho docente.Keywords: Teacher education, Teaching professional insertion, Professional induction, Teaching work.ReferencesALARCÃO, Isabel; ROLDÃO, Maria do Céu. Um passo importante no desenvolvimento profissional dos professores: o ano de indução. Formação Docente, Belo Horizonte, v. 6, n. 11, p. 109-126, ago/dez, 2014.ANDRÉ, Marli. Políticas e programas de professores iniciantes no Brasil. Cadernos de Pesquisa, São Paulo, v. 42, n. 145, p. 112-129, jan./abr, 2012.BELL, Judith. Revisão Teórica. In: ______. Projeto de Pesquisa: Guia para pesquisadores iniciantes em Educação, Saúde e Ciências Sociais. 4. ed. Porto Alegre: Artmed, 2008, p. 89-99 (Capítulo 6).BOLAM, Ray et al. The Induction of Newly Qualified Teachers in Schools: where next? British Journal of In-Service Education, Londres, v. 21, (3), p. 247-260, 1995.CAMPELO, Talita da Silva; CRUZ, Giseli Barreto da. “Deprivatizacion of practice” como estratégia de formação inicial docente no PIBID Pedagogia. Revista Ibero-Americana de Estudos em Educação, Araraquara - SP, v. 14, n. 1, p. 169-187, jan./mar., 2019.COCHRAN-SMITH, Marilyn. A tale of two teachers: Learning of teach over time. Kappa Delta Pi Record, Indianápolis, vol. 48, 3, p. 108-122, july-sept, 2012.COCHRAN-SMITH, Marilyn; LYTLE, Susan. Relationships of Knowledge and Practice: teacher learning in communities. Review of Research in Education, USA, n. 24, p. 249-305, 1999.COSTA, Elana Cristiana dos Santos. Perspectivas de indução profissional docente nas relações entre Equipe de Articulação Pedagógica e Professor Iniciante na Rede Municipal de Educação de Niterói/RJ. Projeto de tese de Doutorado. Programa de Pós-Graduação em Educação da Universidade Federal do Rio de Janeiro. Rio de Janeiro: UFRJ, 2018.CRUZ, Giseli Barreto da. Pesquisa COM Professores Iniciantes: Um estudo sobre indução profissional. Projeto de Pesquisa. Rio de Janeiro: UFRJ, 2018, p.38.GIOVANNI, Luciana Maria; GUARNIERI, Maria Regina. Pesquisas sobre professores iniciantes e as tendências atuais de reforma da formação de professores: distância, ambiguidades e tensões. In: Professores Iniciantes: diferentes necessidades em diferentes contextos. Araraquara, SP: Junqueira & Marin, 2014, p. 33 a 44.HUBERMAN, Michaël. On teachers careers: once over light, with a broad brush. International Journal of Educational Research, v. 13, n. 4, p. 347-362, 1989.HUBERMAN, Michaël. O ciclo de vida professional dos professors. In: NÓVOA, Antònio (org.). Vidas de professores. Porto: Porto Editora, 1995, p. 31-61.LIMA, Emília Freitas de. A construção do início da docência: reflexões a partir de pesquisas brasileiras. Revista do Centro de Educação. Universidade Federal de Santa Maria, RS, v, 29, n. 2, p. 85-98, 2004.LIMA, Emília Freitas de (org.). Sobrevivências no início da docência. Brasília: Líber Livro Editora, 2006, 104 p.LIMA, Emília Freitas de Lima et al. Sobrevivendo ao início da carreira docente e permanecendo nela: Como? Por quê? O que dizem alguns estudos. Educação e linguagem. São Paulo, v.10, n. 15, p.138-160, jan/jun, 2007.MAANEN, John Van; SCHEIN, Edgar. Toward a Theory of Organizational Socialization. Research in Organizational Behavior, Reino Unido, vol. 1, p. 209-264, 1979.MARCELO GARCIA, Carlos. Investigaciones y experiencias: el primero año de enseñanza. Análises del proceso de socialización de profesores principiantes. Revista de educación, Sevilha/ES, n. 300, p. 225-277, 1993.MARCELO GARCIA, Carlos. Estudio sobre estrategias de inserción profesional en Europa. Revista Iberoamericana de Educación, Madrid/ES, n. 19, p. 101-143, 1999a.MARCELO GARCIA, Carlos. Formação de professores: para uma mudança educativa. Tradução Isabel Narciso. 1ª ed. Portugal: Porto Editora,1999b, 272 p.MARCELO GARCIA, Carlos. Políticas de Inserción a la docencia: Del eslabón perdido al puente para el desarollo profesional docente. Taller Internacional: Conversemos sobre Educación. Bogotá, 2006. (p.1-35).MARCELO, Carlos; VAILLANT, Denise. Ensinando a ensinar: as quatro etapas de uma aprendizagem. Curitiba: Ed. UTFPR, 2012.MARCELO, Carlos; VAILLANT, Denise. Políticas y programas de inducción em la docência em latinoamerica. Caderno de Pesquisa, São Paulo, nº 166, p. 1224 a 1249, out-dez, 2017.MIRA, Marilia Marques; ROMANOWSKI, Joana Paulin. Programas de inserção profissional para professores iniciantes: revisão sistemática. Formação Docente, Belo Horizonte, v. 07, n. 13, p. 85-98, ago./dez. 2015.NONO, Maévi Anabel. Professores iniciantes: o papel da escola em sua formação. Porto Alegre: Editora Mediação, 2011.NÓVOA, Antònio. Formação de professores e profissão docente. In: NÓVOA, A. (Org.). Os professores e a sua formação. Portugal, Lisboa: Dom Quixote, 1992, p. 15-34.RODRIGUES, Roberlúcia Alves. Professores iniciantes egressos do PIBID em ação: aproximações à sua prática profissional. 2017, 136f. Dissertação (Mestrado em Educação) – UECE, Fortaleza, 2017.TARDIF, Maurice. Saberes docentes e formação profissional. 16ª ed. Petrópolis/RJ: Vozes, 2014.VAILLANT, Denise. Políticas de inserción a la docencia en America Latina: la deuda pendiente. Profesorado. Revista de Curriculum y Formación del Profesorado, Sevilha/ES, v. 13, n. 1, p. 27-41, 2009.VEENMAN, Simon. Perceived Problems of Beginning Teachers. Review of Educational Research, USA, v. 54, n. 2, p. 143-178, 1984.VONK, J.H.C. A Knowledge Base for Mentors of Beginning Teachers: Results of a Dutch Experience. R. Mc Bridge (ed.). Teacher Education Policy, London, Falmer Press, p.112-134, 1996.WONG, Harry K. Induction Programs That Keep New Teachers Teaching and Improving. NASSP Bulletin, v. 88, n. 638, p. 41-58, march, 2004.
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Swales, John M. "Discourse analysis in professional contexts." Annual Review of Applied Linguistics 11 (March 1990): 103–14. http://dx.doi.org/10.1017/s0267190500001987.
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This bibliographic essay will only consider work published after 1986 in the belief that Volume VII of the Annual Review of Applied Linguistics (ARAL VII, Language in Professional Contexts, 1987) adequately covers earlier material. Professions will be understood in a non-elitist sense which includes service and other occupations )(c.f., Coleman 1989) as well as the more prototypical categories of medicine, law, etc. This essay will also cover those areas of academic discourse that can be reasonably viewed as professional; for example, the publishing of research papers (Myers 1990), the giving of research presentations (Dubois 1987), or the providing of instruction (Briggs, et al. 1990).
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Kowalska-Szubert, Agata. "Gij zult andermans taalfouten koesteren! Tolerantie voor taalveranderingen en spellingfouten." Roczniki Humanistyczne 68, no. 5 Zeszyt specjalny (2020): 95–104. http://dx.doi.org/10.18290/rh20685sp-7.
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This essay is a plea for more careful use of Dutch language, in particular by translators and teachers of Dutch. In particular, the spelling always proves to be a difficult stumbling block, and not just for second-language or foreign-language learners. The essay examines the problem of compound words and mistakes made by professional language practitioners of Dutch when writing these words or not.
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Alam, Bening Cipta, Eka Ariya Mutiara, Syifaul Fuada, Leonardi Paris Hasugian, Karynda Natalie Theofilus, Ashza Nur Siam, Mahmudah Salwa Gianti, Aan Yulianto, and Ellis Susmawati. "LEPPIM Intensive Class (LIC): Student scientific essay writing training." Community Empowerment 8, no. 12 (December 30, 2023): 2141–56. http://dx.doi.org/10.31603/ce.9167.
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The LEPPIM Intensive Class (LIC) 2023 is an annual work program organized by the Department of Student Resource Development (DPSDM), serving as the first cadre level for new LEPPIM UPI Purwakarta 2023 students. The goal of the LEPPIM Intensive Class 2023 is to provide a comprehensive understanding of writing ethics and the scientific essay structure. The method employed involves creating a training concept through lectures featuring professional speakers. The level of student understanding is evaluated by comparing pre-test and post-test results, which are conducted using Google Forms. Upon comparing the pre-test and post-test results, it was observed that there was a 15.5% increase in participants' understanding of writing ethics and a 16.3% increase in their comprehension of the structure of scientific essays. Therefore, it can be concluded that this activity has successfully enhanced the participants' understanding of writing ethics and the structure of scientific essays.
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Bakri, Haytham. "Rhetorical Strategies for Teaching Essay Writing: A Case Study Involving Saudi ESL Students." Arab World English Journal 14, no. 2 (June 24, 2023): 126–37. http://dx.doi.org/10.24093/awej/vol14no2.9.
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The use of rhetorical strategy in teaching writing has been a topic of discussion in ESL training programs since most teaching methodologies do not give the mother tongue a substantial role. This article presents findings from research on the rhetorical techniques pre-service teachers employ in writing both before and after receiving process-based writing instruction. The study focused on determining the writing techniques student teachers employ to complete an argumentative essay, and finding out how much pre-service teachers’ usage of writing methods is improved by using a rhetorical process approach to writing. The significance of the present study lies in the fact that it examines the writing abilities of Saudi students with different levels of language abilities and evaluates how rhetorical strategies help them in writing English easefully and with little or no flaws. The fundamental question to be probed through this study is to what extent rhetorical strategies can help teach successful writing to Saudi ESL learners. The data was obtained via the performance of an essay task utilizing two think-aloud protocols and based on a sample of 98 student teachers from Saudi Arabia. The findings of this study show rhetorical strategies such as generating ideas and rewriting are very essential in writing final essays by students. It is clear from the results that after students have mastered the choosing ideas process, they may include concepts that are relevant to the text. Professors should spend time, particularly teaching this kind of approach to help students become competent method users and writers generally, regardless of their audience. In concluding writing an article, it seemed like the strategy of translating from the native tongue to a foreign language was being utilized
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Aswar, Hasbi, and Faraz Faraz. "Workshop on writing essay and introduction to the Zotero application for compiling references." Community Empowerment 8, no. 3 (March 25, 2023): 315–20. http://dx.doi.org/10.31603/ce.8106.
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This community service is intended to improve the skills of students, researchers, lecturers, and the public who are interested in writing essays. This community service was carried out for two days through the online training method. The training was carried out by providing material on the introduction of Zotero as an automatic citation application for writing scientific papers and strategies for writing quality essays. This program attended by participants from various universities in Indonesia. From this activity, it can be seen that the event went smoothly and the participants were enthusiastic. However, the lack of participants meant that the program did not have a broad impact on the community. Some of the influencing factors include because this activity is carried out on Saturday - Sunday and people are already bored with online activities.
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Cunningham, Donald H., and Jeanette G. Harris. "Undergraduate Technical and Professional Writing Programs: A Question of Status." Journal of Technical Writing and Communication 24, no. 2 (April 1994): 127–37. http://dx.doi.org/10.2190/ta1y-72ah-05ym-ukey.
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The results of our recent survey of the membership of the Association of Teachers of Technical Writing, Associated Writing Programs, and the Council of Writing Program Administration indicate the relative health of undergraduate writing programs (major, concentration, or certificate programs, not service courses) in American four-year universities and colleges. During the past five years there has been a significant increase in the number of undergraduate writing programs, including technical and professional writing. But responses to our survey also suggest that while undergraduate technical and professional writing programs comprise the second largest group of programs (behind creative writing) they are not increasing as rapidly as a new kind of undergraduate writing program—a broad-based program that students can complete by taking a wide range of creative writing, composition, journalism, and technical and professional writing courses. The future seems unclear for traditional undergraduate technical and professional writing programs, and faculties need to examine their options in designing or redesigning their programs.
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Vaskiv, Mykola. "Authors of Ukrainian Travel Essays of 1920s – 1930s as Secret Agents and Spies." Слово і Час, no. 5 (May 29, 2019): 74–81. http://dx.doi.org/10.33608/0236-1477.2019.05.74-81.
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The article deals with the engagement of the Ukrainian authors of travel essays about foreign life to the intelligence and spy activities in different forms, usually for performing the special tasks alongside with observation and making literary notes. Various textual ‘footprints’ in their travel writings prove this fact. In two interwar decades Ukrainian travel writings had a period of rise and rapid development; they were generously financed by publishing houses, editorial boards of the magazines, different state institutions and labor unions. Numerous books by amateur and experienced professional writers, predominantly about their trips around Ukrainian and other Soviet lands, were published in large numbers. Very often the travelers were professional military men, secret agents or followed out the instructions of the special service, openly recognizing it in their books.
Not so many, but still a lot of travel writings described what had been seen, heard and read abroad. Crossing the border of the USSR required essential expenses in foreign currency and special permissions; therefore only selected representatives of literature could visit European and Asian countries. This fact makes one suspect them of cooperation with different intelligence institutions. The textual analysis of the books written by S. Holovanivskyi, O. Dosvitnii, K. Kotko, L. Nedolia, V. Polishchuk and others proves that these suspicions are well-grounded. It is evidenced by numerous slips, omissions, reports on rather strange travel routes, repeated meetings abroad with Soviet consular and embassy employees, political emigrants, illegal immigrants and left-wing artists. It is obvious that the essayists were the transmitters of secret information in oral form addressed both abroad and backwards, so that it could not be found by any customs officers or counterintelligence agents. It seems that such a secret mission influenced the texts of travel writings, intensifying their anti-Western, ‘anti-capitalist’ orientation and class bias.
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Canda, Edward R. "Heed Your Calling and Follow it Far: Suggestions for Authors who Write about Spirituality or Other Innovations for Social Work." Families in Society: The Journal of Contemporary Social Services 84, no. 1 (January 2003): 80–85. http://dx.doi.org/10.1606/1044-3894.72.
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This essay provides suggestions for authors who wish to write about spirituality or other innovations for social work. It recommends that authors integrate their life mission, professional commitments, creative process, and the practicalities of writing and publishing within a spiritually sensitive approach to social work.
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Nuryadien, Mahbub, and Septiani Resmalasari. "Training for teachers in classroom action research at Yayasan Pendidikan Al-Mutawally Kuningan." Community Empowerment 8, no. 1 (January 28, 2023): 45–50. http://dx.doi.org/10.31603/ce.8044.
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Teachers have other obligations related to developing abilities and skills as professional teachers. Based on teacher competency standards, one of the professional competencies that needs to be possessed is writing scientific papers. However, there are still many teachers who do not understand writing classroom action research, causing them to lag behind in terms of writing scientific papers. The purpose of this community service is to increase teacher understanding, knowledge, abilities and skills in writing classroom action research. The method used is the service learning approach. The results obtained from this training were an increase in the participants' understanding, abilities and skills in writing classroom action research. Participants are able to write down and know problems in class, class action research theory, prepare classroom action research proposals, conduct research, compile research reports to publish scientific papers.
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Jones, Natasha N. "Modified Immersive Situated Service Learning." Business and Professional Communication Quarterly 80, no. 1 (February 7, 2017): 6–28. http://dx.doi.org/10.1177/2329490616680360.
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Distinctions between traditional service learning and critical service learning with a social justice focus are important when structuring professional writing courses and defining course outcomes. This article presents a hybrid pedagogical approach for designing a critical service-learning course that integrates a social justice curriculum while focusing specifically on reflection, context, and positionality. Detailing the course design and sharing reflections from students and the instructor, the author argues that the modified immersive situated service-learning approach provides professional communication students the opportunity to become agents of change.
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Tangan, Angela, Andrey John Fugaban, Norbert Soriano, and Kristine Mae Auayang. "Writing Skills of Pre-Service Teachers: Basis for a Proposed Intervention Program." Journal of Language and Linguistics in Society, no. 41 (December 6, 2023): 13–22. http://dx.doi.org/10.55529/jlls.41.13.22.
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Writing is considered as the most difficult skill for learners because they need to have a certain amount of L2 background knowledge about their rhetorical organizations, appropriate language use or specific lexicon with which they want to communicate to their readers. To assist instructors to improve writing competency and produce good writing, this study aimed to determine the writing skills of 40 pre-service teachers of the University of Saint Louis-Tuguegarao along content, grammar, organization, and mechanics as basis on the proposed intervention program. Specifically, it aimed to give an analysis on the writing skills and errors committed along the different components of writing. This qualitative study employed content analysis. Data were analyzed to determine the level of competencies and errors in essay writing. The level of achievements was categorized into exceptional, good, below average, and poor. The results of the study revealed that majority of the pre-service teachers have good competency along content, organization, and mechanics. Considering this, it is necessary to determine the writing skills to address the existing problem of pre-service teachers along the different components of writing.
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Applegarth, Risa. "Personal Writing in Professional Spaces: Contesting Exceptionalism in Interwar Women’s Vocational Autobiographies." College English 77, no. 6 (July 1, 2015): 530–52. http://dx.doi.org/10.58680/ce201527373.
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This essay draws on genre theory and recent conceptualizations of the personal as rhetorical in order to investigate the collective stakes of writerly self-representation. Contextualizing and analyzing a widely published early twentieth-century genre, the vocational autobiography, I argue that female professionals made use of the rhetorical resources available in the genre to personalize their professional identities, counteracting a widespread discourse of exceptionalism and flouting widespread advice about the necessity of strict separation between personal and professional identities. By using personal narratives to depict their gendered and embodied presence in powerful professional spaces such as laboratories and newsrooms, female writers made use of this genre to normalize their presence and to open up access to such spaces for other women.
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Lewiecki-Wilson, Cynthia, and James C. Wilson. "A Personal, Professional, and Bibliographic Essay on Living in a Disabled Family." Journal of Literary & Cultural Disability Studies 16, no. 3 (August 1, 2022): 289–300. http://dx.doi.org/10.3828/jlcds.2022.23.
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In the hybrid article, the authors reflect on the roots, located in their personal and professional lives, of their co-edited 2001 collection, Embodied Rhetorics: Disability in Language and Culture, the first book to bring together disability studies and writing and rhetoric studies. They describe raising their disabled, autistic son Sam and the lessons they have learned about living as a disabled family. They point readers to the subsequent work made by original contributors to Embodied Rhetorics and to important newer scholarship that has grown at the intersection of rhetoric and disability.
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Leedale, Charlotte, Lara Weller, and Nichola Robson. "Refining neuropsychological assessment reports to meet the needs of all stakeholders: A service evaluation in a community neurorehabilitation service for adults with acquired brain injury." Neuropsychologist 1, no. 12 (October 2021): 53–63. http://dx.doi.org/10.53841/bpsneur.2021.1.12.53.
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A substantial proportion of neuropsychologists’ time is spent writing reports; however, there is a paucity of professional guidance surrounding this practice within the UK. A cross-sectional mixed methods approach was used to complete a stakeholder consultation survey. Feedback on report content and format was gathered from service users (SU) (N=34) and professional referrers (N=27) to review and refine current report writing practice. Findings showed more areas of similarity than difference between SU and professionals’ preferences, however SU tend to prefer longer, more detailed reports whereas professionals expressed a preference for shorter reports containing specific pieces of information. Findings are used to inform current practice locally.
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Ershova, T. "A model of developing language teachers’ professional communicative skills of providing written teacher feedback." Rhema, no. 2, 2019 (2019): 118–35. http://dx.doi.org/10.31862/2500-2953-2019-2-118-135.
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This article looks at the process of assessing L2 student writing and providing written corrective feedback as a part of language teachers’ professional and communicative competences. The author suggests a model of designing a special training module for pre-service teachers aimed at the development of corresponding professional reading and writing skills, as well as the analysis of the results of its approbation.
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Fajariyah Akbari, Ummu. "Training in Writing and Publication of Scientific Articles for Teachers-Primary school teachers." Teumulong: Journal of Community Service 1, no. 2 (December 31, 2023): 74–81. http://dx.doi.org/10.62568/jocs.v1i2.27.
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Writing articles and scientific publications is a form of teacher professional development that can contribute to improving the quality of teaching in the teaching and learning process. However, the number of research articles produced by professional teachers is still small. The obstacles experienced by teachers when writing scientific articles are developing ideas or thoughts into coherent and coherent scientific writing, understanding regarding the mechanisms of classroom action research that must be carried out to start writing scientific articles is still quite low. Producing scientific work and scientific publications is one part of the professional competence that teachers must achieve. However, not all teachers have this competency. For this reason, it is necessary to carry out training in writing scientific articles and publishing them as an effort to increase teacher competency and also to fulfill credit score requirements related to promotion and teacher certification. Sikka State Madrasah Ibtidaiyah teachers are the target participants in implementing this training. The method for this service is In Service Training (IST) through lectures, discussions and presentations. As a result of this service, participants understand the concept of research papers and can write research papers that are ready to be published in accredited national journals. This activity was said to be successful because participants' understanding of the material increased, participants' reactions to the activity were very positive.
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Joshi, Banshidhar. "Academic writing practices among Master’s Degree students in the Nepalese universities." Scholars' Journal 3 (December 1, 2020): 122–36. http://dx.doi.org/10.3126/scholars.v3i0.37134.
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This study explored the academic writing practices in the Nepalese universities and difficulties teachers and students come across in the multilingual context of Nepal. As my study is guided by interpretive paradigm, it demands phenomenological qualitative research design to explore the multiple realities through interviews, documents analysis and focus group discussion. For this, I chose Far Western University, Mid-Western University and Tribhuwan University central campuses as my research site. Two students and two teachers from each of these universities as the study participants were selected with the help of purposive sampling strategy. The participants were interviewed and involved in the focus group discussions and their written documents were analyzed. Thesis writing, translation, book reviews, term paper writing and essay writing were found practised in the universities. Lack of teachers’ own academic writing practices and creation, lack of involvement in professional development activities, lack of much practice in academic paper in classes, lack of motivation and feedback to students in writing, students’ avoidance of writing and poor performance from very beginning, lack of appropriate pedagogy and indifference to academic writing practices and professional development from university administration are the causes of poor performance in academic writing practices in the universities
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Spalding, Elizabeth, Jian Wang, Emily Lin, and Guangwei Hu. "Analyzing Voice in the Writing of Chinese Teachers of English." Research in the Teaching of English 44, no. 1 (August 1, 2009): 23–51. http://dx.doi.org/10.58680/rte20097244.
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This study explored how voice developed in the English writing of 57 Chinese teachers of English who participated in a three-week writing workshop during a summer institute in a large, urban school district in southeastern China. Teachers from grades 3 through 12 wrote daily in English in a workshop environment. Primary data sources were pre- and post-workshop writing samples. Supporting data included various teacher writings completed in the course of the workshop, daily written reflections, a final essay exam, anonymous course evaluations, and biographical and professional surveys. The pre- and post-workshop writing samples were assessed using the 6 + 1 Trait® analytical model of scoring writing (Northwest Regional Educational Laboratory, 2006). Scoring showed that the teachers’ writing improved significantly in the course of the institute, but the greatest gain was made in the trait of “voice””the distinctive, individual way in which a writer speaks to a reader. This finding will be considered in light of the current direction of educational reform in China and of current debates over the value of teaching voice in diverse writing contexts. The study had implications for the teaching of writing to English language learners and for the professional development of teachers of writing, including those who teach English as a Foreign Language.
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Borcherding, Rhoda, Linda Goff, Bill Nolting, Chip Peterson, and Brian Whalen. "Experiential Education and Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 8, no. 1 (December 15, 2002): vii—x. http://dx.doi.org/10.36366/frontiers.v8i1.90.
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This Special Issue of Frontiers is timely. Over the past ten to fifteen years, the field of education abroad has seen a dramatic increase in the number and variety of experiential approaches to learning. While it has long been recognized that the learning outcomes of study abroad are closely related to out-of-class experiences, until recently surprisingly little attention had been paid to this topic. This volume seeks to address this need by inviting some of the leaders in the theory and practice of experiential education abroad to address important considerations related to their work.
Like other Special Issues of Frontiers, this volume is meant to bridge a gap between the administration of study abroad programs and the academic disciplines from which study abroad programs emanate. Frontiers has as one of its central purposes connecting study abroad to its academic underpinnings and to the faculty that teach and research within these disciplines. In addressing the topic of experiential education, we hope to engage our faculty in further study and dialogue about how best to create, manage, and evaluate experiential education programming in study abroad in order to enhance learning outcomes. The current volume also bridges another gap, this one between study abroad professionals and our colleagues involved in experiential education. Past Special Issues of Frontiers have looked at the intersection of key fields related to study abroad: science and engineering; foreign languages; and area studies. By addressing the theoretical, pedagogical and practical connections between international education and experiential education, it is our hope that this volume will spur discussion and collaboration in areas of mutual interest.
The featured articles in this volume move from theory and history to praxis and the concrete issues that we encounter in our everyday work. The introductory essay by Lynn Montrose of Regis University provides a framework for understanding the theory and pedagogy of experiential education. After a brief review of some experiential education theorists, Montrose outlines the standards of good practice, and helps us to think about how to define experiential education goals and means of assessment.
Rather than an historical overview of experiential education, this special issue of Frontiers offers case studies that relate individuals to their political and historical contexts. Ronald Cluett, a professor of Classics at Pomona College, shows how movement across borders is an often-repeated narrative that blends the personal and the political. His historical case studies, ranging in subject from Cicero to Mohammed Atta, remind us that experiential education is an old form that has influenced history in tangible ways, both positively and negatively.
The next article, by Ann Lutterman-Aguilar and Orval Gingerich, examines the ways in which international experiential education contributes to educating for global citizenship. Drawing on their well-known program at Augsburg College, Lutterman-Aguilar and Gingerich argue that study abroad in and of itself does not contribute to the development of global citizenship, but that it can do so when study abroad programs are designed with that goal in mind. The authors provide suggestions for how to design such programs by drawing on the principles of experiential education and their own experience at Augsburg. Following this piece, John Annette provides readers with a broad view of the area of international service learning, based on his expertise.
The next series of articles frame the “how to” of this Special Issue by offering best practices from practitioners on the front line of study abroad experiential programming. These articles cover internships, field-based learning, and collaborative learning using journal writing. The first article is by Gerald Honigsblum, Director of the Boston University Paris Internship Program. Honigsblum outlines the material, cultural, intellectual, legal, and professional issues associated with a professional internship model. His article analyzes the conditions and variables of experiential learning within internship programs, and recommends a number of guidelines and strategies to make the internship a seamless learning experience that is both substantial and substantive.
Carol Brandt and Thomas Manley present the practice of using a fieldbook on study abroad programs as both a pedagogical and assessment tool. They provide specific examples of how the fieldbook is used to engage students in certain types of learning activities, as they elucidate both the successes and the problems with this approach. Experiential education requires rigorous reflective and analytical structures, and the fieldbook is an example of an effective model for achieving this goal.
Leeann Chen of Embry-Riddle Aeronautical University provides an innovative model for incorporating host nationals as cross-cultural collaborators in overseas learning. Chen proposes to have students write for a native audience, creating opportunities for students to reflect more deeply on cultural differences from cross-cultural points of view. Her article examines the experiential links created within a creative dialogic relationship rather than the traditional appositive relationship that exists between students and hosts. She also addresses how to prepare both host nationals and students for using writing addressed to the former as a structure of cross-cultural collaborative learning.
The next article of this Special Issue examines experiential education abroad models. Chip Peterson of the University of Minnesota argues that program design and pedagogical strategies are critical to transformative experiential education. He compares and contrasts three different approaches to program design, management, and evaluation. The many similarities among them reflect the common values, objectives, and principles of good practice on which they draw; the notable differences among them illustrate that there are many valid pedagogies.
In his article, Michael Steinberg of the Institute for the International Education of Students (IES) addresses the question of maintaining academic quality in experiential study abroad programming. He demonstrates that experiential education is a laudable and creditworthy endeavor, and discusses some approaches designed to reinforce the academic nature of experiential learning, using IES as a case study. Steinberg reviews recent research on credit acceptance and on student learning, and then discusses assessment and the nature of academic programming for students in field placements, internships, and service learning.
Finally, we include in this volume tributes to two giants in the field of experiential education abroad who passed away within the past year, Senator Paul Wellstone and Howard Berry. We are pleased also to be able to publish a bibliography of Howard Berry’s writings as well as a short article of his that appeared in Transitions Abroad. We thank Clay Hubbs of Transitions for granting permission to reprint the article and the tributes to Howard Berry. We thank also Amy Sunderland, Executive Director of the Higher Education Consortium for Urban Affairs (HECUA), for her moving tribute to Senator Wellstone. Both Wellstone and Berry were influential leaders in promoting and developing international experiential education, and we are pleased to be able to honor their memory in this Special Issue of Frontiers.
Readers will notice a page dedicated to notes from the Forum on Education Abroad. Frontiers is pleased to be a strategic partner of the Forum by sharing the research goals of the organization. The Forum and Frontiers will work together on future projects to benefit the field of international education. Already being planned are special issues of Frontiers developed in collaboration with Forum members whose topics include outcomes assessment and curriculum development. In addition, the Frontiers Editorial Board is pleased to distribute complimentary copies of Frontiers to all Forum members.
Study abroad professionals are challenged to design, manage, and assess all aspects of experiential education programs, often in a climate in which these programs themselves are not well understood. The guest editors and the editorial board of Frontiers hope that this Special Issue will contribute to the work of our colleagues by offering insight into critical topics, and by providing concrete ideas and tools for engaging in this work. It is a beginning, and we hope one that will assist study abroad professionals to think through the ways in which experiential learning influences study abroad learning.
Rhoda Borcherding, Pomona College
Linda Goff, Marymount University
Bill Nolting, University of Michigan
Chip Peterson, University of Minnesota
Brian Whalen, Dickinson College
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Kusmaryono, Imam, and Mochamad Abdul Basir. "Workshop Penulisan Artikel Ilmiah sebagai Pengembangan Keprofesian Berkelanjutan Guru di Sekolah Menengah Atas." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 6, no. 1 (February 28, 2022): 254–60. http://dx.doi.org/10.31849/dinamisia.v6i1.9341.
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This community service is carried out with the aim of improving the skills of writing scientific articles for teachers in the Kendal district, Central Java province. Strategy activities through workshops and assistance in writing scientific articles as a sustainable teacher professional development. The outputs of this workshop are (1) Teachers have good scientific article writing skills for teacher professional development, and (2) Teachers can produce scientific articles to be published in accredited national journals. The results of the workshop were effective in improving the skills of teachers in writing scientific articles where 70% of participants succeeded in compiling scientific articles
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Hayati, Rahmi, Zuraini, Rahmi Wahyuni, Eli Nofriati, and Mailiyana. "PELATIHAN PENGEMBANGAN PROFESI GURU DALAM BIDANG PENELITIAN DAN PUBLIKASI KARYA ILMIAH DI SEKOLAH DASAR." RAMBIDEUN : Jurnal Pengabdian Kepada Masyarakat 6, no. 2 (July 22, 2023): 165–71. http://dx.doi.org/10.51179/pkm.v6i2.1882.
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Teachers are the backbone of the country's education system. A professional teacher must have the competence and quality standards as stated in Law 14 of 2005 concerning teachers and lecturers. Teachers and lecturers must be professional in carrying out their work to build quality education through research and community service. The fact is that there are teachers who still experiencing difficulties in carrying out professional development, including research and publication of scientific papers. To help teachers who have difficulty writing scientific work, a community service program was initiated in the form of tutoring and assistance in making scientific work at SD Negeri 5 Juli, Bireuen Regency. The only teacher professional development training that will produce scientific papers and will be presented is Classroom Action Research. Published scientific writing will increase the teacher's confidence in writing and work and make teacher teaching more effective and enjoyable. Everything can be presented in the form of models, making it easier for students to understand the material and get better learning outcomes.
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Inn-Chull Choi. "Efficacy of an Automatic Essay Scoring-based English Writing In-service Training Program." Multimedia-Assisted Language Learning 14, no. 2 (August 2011): 61–89. http://dx.doi.org/10.15702/mall.2011.14.2.61.
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Goldleaf, Steven. "Master and Model: F. Scott Fitzgerald's Role in Richard Yates's “Saying Goodbye to Sally”." F. Scott Fitzgerald Review 13, no. 1 (October 1, 2015): 219–35. http://dx.doi.org/10.5325/fscotfitzrevi.13.1.219.
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Abstract The American fiction writer Richard Yates, whose life bore many biographical parallels to F. Scott Fitzgerald's, explicitly described Fitzgerald as his “master” in an essay and wrote a short story, “Saying Goodbye to Sally,” focused on the personal and professional parallels between Fitzgerald's final years as a Hollywood screenwriter in the late 1930s and the period in the early 1960s when Yates worked in Hollywood writing movie scripts. This essay discusses recent criticism of Yates's life and work, and closely examines his short story's use of Yates's thinly disguised alter ego.
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Pupu Fauziah, R. Siti, Helmia Tasti Adri, Irman Suherman, Syukri Indra, Afridha Sesrita, Didin Syamsudin, and Desky Halim Sudjani. "CLASSROOM ACTION RESEARCH TRAINING TO IMPROVE THE QUALITY OF PROFESSIONAL TEACHERS." Qardhul Hasan: Media Pengabdian kepada Masyarakat 9, no. 2 (August 1, 2023): 114–19. http://dx.doi.org/10.30997/qh.v9i2.7335.
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This research is motivated by the low interest and ability of elementary school teachers in compiling and producing classroom action research to support their professional careers as teachers. The purpose of this study was to increase teachers' understanding of the importance of classroom action research scientific work for professional teachers. The method used in this activity is service with training for teachers in the Bogor Regency, West Java. Community service activities are carried out in Building C, Djuanda University, Bogor. The results of the research show that this community service activity has a good impact on teachers and can increase teachers' understanding of PTK. This service produces 10 articles for teachers as a distribution of activities. The conclusion of this study is that training activities to increase PTK writing skills for teachers can improve teachers' understanding and ability to master and implement CAR and can compose writing in the form of classroom action research
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Espinoza, Angie Quintanilla, Steffanie Kloss Medina, and Pedro Salcedo Lagos. "How do Chilean Pre-Service Teachers Correct Errors in Writing?" Revista Brasileira de Linguística Aplicada 18, no. 3 (June 11, 2018): 561–79. http://dx.doi.org/10.1590/1984-6398201812447.
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ABSTRACT Most research on error correction has dealt with feedback strategies used in the classroom and the effect of these strategies on students’ performance. However, not much research has been conducted on pre-service teachers’ actual competence on giving written corrective feedback. With this idea in mind, a study was conducted in order to investigate the way pre-service teachers of English correct students’ errors in writing. For this, the participants were asked to complete an error correction task that required the teacher to mark a student’s opinion essay in the way they would normally do as part of their teaching practices and to answer a questionnaire related to the way they had corrected the task. The results showed that most teachers tend to correct errors comprehensively, rather than selectively, opting for direct rather than indirect feedback strategies.
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Dirsmith, Mark W., Mark A. Covaleski, and Sajay Samuel. "On Being Professional in the 21st Century: An Empirically Informed Essay." AUDITING: A Journal of Practice & Theory 34, no. 2 (January 1, 2014): 167–200. http://dx.doi.org/10.2308/ajpt-50698.
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SUMMARY The purpose of this article is to reflect on the ongoing transformation of the Big 8/6/5/4 public accounting firms, with the intent of helping primarily doctoral students and junior faculty engaged in developing their own research programs. Drawing on a variety of theoretical research traditions that we have employed in our field research spanning over 30 years, we will briefly reconsider three “moments” through which the phenomenon of the multi-discipline (or, as termed in the sociology of professions literature, the “entrepreneurial”) professional service firm has shaped both accounting firms and accountants: Moment I, in which administrative partners implemented centrally orchestrated control systems to better direct the actions of audit team members, and the response of the latter to resist, deflect, and transform such efforts; Moment II, in which the profession attempted to rebrand itself as a professional service delivery system that could offer “higher platforms of service” to a global business community, in a legal and political context shaped by regulators, U.S. presidential and congressional politicians, the lay membership of the American Institute of Certified Public Accountants (AICPA), and such laws as the Sarbanes-Oxley Act; and Moment III, in which the concept of professional entrepreneurialism became internalized within and acted upon by both individual professionals and firms, although in a manner not wholly controlled by administrative partners nor practice partners. Impressions gleaned from this reflective exercise are explored, and implications for researchers who may be contemplating field research using qualitative methods are sketched.
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Dwijayanti, Renny, Novi Marlena, and Finisica Dwijayati Patrikha. "Pelatihan Penulisan Karya Tulis (KTI) Bagi Guru-guru SMK di Kabupaten Jombang." Jurnal Pemberdayaan Masyarakat Madani (JPMM) 1, no. 2 (December 12, 2017): 249–66. http://dx.doi.org/10.21009/jpmm.001.2.07.
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Professional teachers not only perform functions related to pedagogical competence, but also professional functions. Indicated by improve professional functions in writing scientific papers. This Community Service collaborates with two partners, which are teachers who are member of MGMP Office Administration and teachers in SMKN 1 Jombang. The aim of this Community Service is to train teachers to write scientific papers well, and publish their papers as well. These activities conducted in training activity, lecturing, question and answer, discuss and practice how to write scientific papers well. The result of these activities are 1) the implementation of this scientific writing training for vocational high school teachers is consistent to the steps that planned before, with two partners, which are teachers who are member of MGMP Office Administration and teachers in SMKN 1 Jombang, 2) the overall response from the participants of this scientific writing trainingare very satisfied, mainly because of the aspects of activities, speakers aspects, and general aspects.