Abstract

VELASQUEZ RIVERA, Marisol  and  CORDOVA JIMENEZ, Alejandro. Social representations of teachers of a biochemistry program about teaching and learning of writing in academic formation. Lit. lingüíst. [online]. 2012, n.25, pp. 169-191. ISSN 0716-5811.  doi: 10.4067/S0716-58112012000100009.

It is important to emphasize the teacher's social representations about teaching and learning the writing process in their own disciplines since they lead students to the discourse community (Miras & Solé, 2007). To collect the data, an interview was applied to four teachers. The data analysis was performed according to the Grounded Theory -GT (Strauss & Corbin, 2002). Through the comparative method and coding procedures that GT entails, we have built descriptive and relational models as possible theories to explain the phenomenon in question. Finally, results show that social representations held by teachers about academic writing affect the entry of students to the disciplinary field, hampering the process of academic literacy.

Keywords : academic writing; social representations; Grounded Theory; academic literacy; biochemistry degree program.