Transformative Pedagogy and Student Voice: Using S.E.A. Principles in Teaching Academic Writing

Autor/in	Vengadasalam, Sarbani Sen
Titel	Transformative Pedagogy and Student Voice: Using S.E.A. Principles in Teaching Academic Writing
Quelle	In: Journal of Effective Teaching in Higher Education, 3 (2020) 2, S.12-27 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-7608
Schlagwörter	Transformative Learning; Writing Instruction; Writing Across the Curriculum; Academic Language; Instructional Effectiveness; Scaffolding (Teaching Technique); Critical Thinking; Self Expression; Individual Characteristics; Undergraduate Students; Teacher Role; Models; Student Empowerment; Scholarship + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Schreibunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Unterrichtserfolg; Kritisches Denken; Ausdruck; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrerrolle; Analogiemodell; Studienberechtigung; Scholarships; Stipendium
Abstract	This paper describes the principles of transformative pedagogy that lead to the development of distinct student voices in academic writing classes. Whether the course is taught at the undergraduate level through research, expository, and argumentative writing assignments or at the graduate level through literature review essays, research articles, and dissertation writing tasks, students need to be able to develop their voices and make their contributions to knowledge. Correspondingly, professional writing teachers need to teach students how to write voiced project documents such that they have the student's unique signature even when situated within a paradigmatic boundary. The article expands on how facilitators of academic writing courses can incorporate S.E.A. principles of scaffolding, empowerment, and awareness as triple enablers into their teaching methodologies in order to develop student voices and usher in transformation successfully. As one of the few articles to examine how graduate and undergraduate academic writing instruction, including W.A.C. (Writing Across the Curriculum) and W.I.D. (Writing in the Discipline) teaching, can be recast to develop student voices, the paper can be helpful to readers looking for resources and recommendations to incorporate transformative pedagogy into their teaching. (As Provided).
Anmerkungen	Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01