Dra. Tapia-Ladino, Mónica

En las diferentes áreas disciplinares de la formación universitaria, la elaboración de escritos juega un rol central en la formación de los futuros profesionales. En tales procesos los profesores ofrecen retroalimentación a los escritos, a pesar de que cuentan con poca noción acerca de cómo hacerlo. El objetivo de esta investigación es caracterizar los comentarios escritos de ajuste al género (CEAG) ofrecidos por nueve profesores de tres áreas disciplinares a escritos producidos por sus estudiantes en contextos de aprendizaje. Los profesores participaron de una capacitación que los orientó sobre cómo ofrecer comentarios. Se recabaron 1976 comentarios escritos ofrecidos a borradores de tareas de escritura, los que fueron analizados según el modo como se ofrecen y las áreas disciplinares. Los resultados indican que los profesores se focalizan en los aspectos discursivos genéricos del escrito y que el modo (orden, pregunta, sugerencia) de los comentarios varía según las áreas disciplinares.

Perceiving new student populations as underprepared is a common response to the expansion of university systems and the diversification of the student body. Latin America, as other developing regions, has increased its university enrolment of underrepresented, historically excluded students, through a variety of policies. This study analyzes the experiences of the first cohort of a national inclusive admissions program in Chile. Drawingfrom45in-depthinterviews, it aims to understand how students perceive themselves and the obstacles they face, using academic literacy as a lens. Results show a recurring reproduction of dominant deficit discourses by the students, as they feel at a disadvantage and blame their previous education; additionally, negative self-perceptions are more frequent in students from the most competitive programs. Nevertheless, these perceptions contrast with student agency, resilience, and self-sponsored strategies that emerged in the interviews as resources for making sense of university, an unforeseen environment for the participants and their families. Furthermore, interviews reveal that these students face additional challenges pertaining to adverse material conditions that shape their university experience, such as commuting extremely long distances or working for a living. Overall, this research depicts a complex picture of intertwined factors that challenges the deficit framework and should be considered in developing equitable admissions policies. Both the structural disadvantages and the varied forms of agency found in this study offer insights for policy implementation and student support mechanisms, moving them away from the simple idea of individual under preparedness toward institutionalized inclusive practices in expanding higher education systems.

Este estudio busca caracterizar cómo los docentes perciben el proceso de aprendizaje de la escritura académica según su área disciplinar. La metodología utilizada es cualitativa, mediante un estudio de caso compuesto por diez profesores de diversas disciplinas, que ejercen docencia en una universidad de la ciudad de Concepción en Chile. Se aplica una entrevista semiestructurada para realizar análisis de contenido con apoyo del software Nvivo versión 12. Los resultados muestran que existen diferencias en la enseñanza de la escritura según el área disciplinar. No obstante, se presentan similitudes en las falencias detectadas en los estudiantes y en relación con las expectativas del docente en torno a la escritura. Los profesores coinciden en que los escritos de los estudiantes presentan diversos aspectos deficientes, tanto en el ámbito discursivo-semántico como en el proceso de composición. Se concluye que dichas falencias suelen ser recurrentes en las distintas áreas, por tanto, constituyen una problemática transversal en educación superior.

Este estudio presenta el caso de dos académicos de diferentes disciplinas, que por tres años participaron de un programa de capacitación para apoyar la escritura de sus estudiantes mediante la provisión de comentarios. Los participantes tomaron tres talleres anuales y apoyaron el proceso de escritura de sus estudiantes en un curso. Al final de cada período se les consultó sobre la experiencia. El análisis de las entrevistas revela que los profesores modifican progresivamente su práctica de retroalimentación e identifican utilidades al uso de preguntas, sugerencias y órdenes. Además, se centran en el aprendizaje del género discursivo valorado por su área y enriquecen su reflexión sobre escritura y el aprendizaje. En conclusión, la experiencia de capacitación sobre retroalimentación escrita en profesores universitarios evidencia una mayor preocupación por el aprendizaje de los estudiantes y muestra una reflexión enriquecida sobre el proceso de escritura y sobre la manera en como ofrecerla.

Teacher mobility represents a serious problem due to the instability of the teaching force that has persisted over time in many countries. Therefore, retaining qualified teachers represents a challenge given the difficulty of having the necessary workforce to face the educational challenges of each year. Our objective was trying to identify how mobility is understood and measured, that is, teacher turnover and attrition, and to identify the results of the related factors according to the different perspectives. The PRISMA-Scr protocol was used, which establishes the information that should be included in a systematic review. The following key phrases were used: “teacher rotation” or “teacher mobility” or “teacher desertion” or teacher leavers or teacher stayers. The databases used were Web of Science, Scielo Citation Index and Google Scholar, which yielded an initial total of 760 documents published between 2008 and 2018, that after identification, screening, eligibility, and inclusion processes, were reduced to 213. The selection of articles was carried out independently by two researchers using a structured and recursive hierarchical strategy. The existence of multiple ways of defining and measuring teacher mobility was identified and a definition based on two perspectives was proposed that summarizes the conceptual and operational findings, which are indirect and direct mobility. The first refers to the intention to leave and the second to leave. We have identified more evidence related to direct studies of a quantitative approach and focused on teachers with medium or short experience. The factors associated with mobility were identified based on the approaches used and a key element was identified when distinguishing teacher mobility, which is voluntary and involuntary mobility. We identified multiple factors associated with teacher mobility, among which the precarious working environment, poor organizational conditions such as lack of leadership and support among colleagues, excessive workload and low self-efficacy stand out. The limitations of this study are discussed. The findings of this study are highly relevant since they allow proposing medium or short-term policies, such as improving the organizational conditions of the school to promote the retention of the teaching workforce.

Evaluar es una actividad connatural al ser humano, pues permanentemente está valorando lo que sucede en su entorno y tomando decisiones. En el ámbito pedagógico, la evaluación, actividad intrínseca a su quehacer, es un área ampliamente abordada por diferentes fuentes de pensamiento que explican con distintos énfasis los procesos de enseñanza-aprendizaje. El objetivo de este artículo es proveer una panorámica sucinta que explica cuáles son los principales hitos que han marcado el devenir de la evaluación educativa de los aprendizajes. Se ofrece una descripción de las tipologías de evaluación empleadas en la profesión docente y una reflexión sobre su dimensión ética como parte esencial del ejercicio de la profesión.

Expressing opinions about different things that happen to us is a daily activity. However, little is known about how particular age groups perform this activity. This research reports some results related to the relationships between sociocultural variables of elderly people from three different cities in Chile (La Serena, Santiago and Concepción), some temporal aspects of speech, such as response latency time, intra-response pause, and the number of words per turn, and the argumentative quality. 88 interviews were carried out, (44 women and 44 men). One of the important results of our study indicates that the greater the number of words used, the better the argumentative quality, as well as the greater the number of pauses, the better the argumentative quality

This study examines written comments of nonnative-speaking teachers of English and native-speaking teachers of Spanish on undergraduate theses of nonnative-speaking students of English and native-speaking students of Spanish. The aim of the study was to analyze the characteristics of the feedback provided applying the categories of corrective and genre oriented types of comments, and to study whether these types of comments vary through the thesis drafts. This is a descriptive qualitative study with quantitative aspects and an exploratory scope. The material was collected from the dialogic cycle of receiving and providing feedback during the students’ thesis writing process. 1241 written comments were analyzed. The results showed that genre comments were more abundant in theses written in Spanish than in those written in English. However, Spanish teachers also provided more corrective comments than English teachers did.

This study examines written comments of nonnative-speaking teachers of English and native-speaking teachers of Spanish on undergraduate theses of nonnative-speaking students of English and native-speaking students of Spanish. The aim of the study was to analyze the characteristics of the feedback provided applying the categories of corrective and genre oriented types of comments, and to study whether these types of comments vary through the thesis drafts. This is a descriptive qualitative study with quantitative aspects and an exploratory scope. The material was collected from the dialogic cycle of receiving and providing feedback during the students’ thesis writing process. 1241 written comments were analyzed. The results showed that genre comments were more abundant in theses written in Spanish than in those written in English. However, Spanish teachers also provided more corrective comments than English teachers did.

Evaluar y proveer retroalimentación de los aprendizajes es una tarea compleja del profesorado y constituye un desafío para la formación inicial docente, ya que coexisten diversos enfoques y representaciones sobre la evaluación en la cultura escolar. Sin embargo, son escasas las investigaciones que ofrecen evidencia empírica sobre cómo son dichas representaciones en futuros profesores. El presente estudio explora los significados que 112 estudiantes de Pedagogía de una universidad del centro sur de Chile atribuyen a la evaluación y la retroalimentación. Se utilizó la técnica de redes semánticas como método para dar cuenta de las representaciones implícitas a partir de constructos naturales. El análisis cuantitativo de las respuestas indica que la mayoría de los términos relacionados con evaluación se vinculan al discurso de la racionalidad técnica, mientras que el concepto de la retroalimentación se asocia a procesos cognitivos y de ejecución; estos hallazgos podrían relacionarse con una transición hacia la evaluación formativa.