Abstract

ARCINIEGAS LAGOS, Esperanza  and  ARENAS HERNANDEZ, Karina Alejandra. Methodology of a teacher education program for integrating reading and writing in the disciplines. Leng. [online]. 2019, vol.47, n.2, pp.306-333. ISSN 0120-3479.  https://doi.org/10.25100/lenguaje.v47i2.6588.

The current study describes the experience of three cohorts of the diploma Reading and writing in the college classroom. Data include an analysis of the methodological strategies used in these three cohorts, faculty-participants' perceptions of these and the effect on their qualification. In this descriptive study, data were collected through content analysis of the course syllabi, interviews to the faculty-participants and their evaluation of the diploma at the end of each cohort. Results show that faculty-participants responded satisfactorily to the strategies of reading and writing used in the classes of the diploma course and that they positively valued the strategy of integrating reading and writing in the courses they teach to favor processes of knowledge construction in their disciplines.

Keywords : teacher education; higher education; reading and writing in the disciplines; diploma; academic literacy.

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