E-Locus - Institutional Repository of the University of Crete

Home Search

Results - Details

Search command : Author="Βασιλάκη" And Author="Ελένη"

Current Record: 3 of 9

[Add to Basket]

Identifier

000441997

Title

Γνώσεις, αντιλήψεις και πρακτικές εκπαιδευτικών για τη διδασκαλία της παραγωγής γραπτού λόγου και η αξιολόγηση ενός σεναρίου διδασκαλίας παραγωγής κειμένων προβληματική κατάστασης

Alternative Title

Teachers' knowledge, conceptions and practical skills for teaching writting and evaluation teaching scenario of writing an informational problem/solution texts

Author

Νέννε, Άννα

Thesis advisor

Σπαντιδάκης Ιωάννης

Reviewer

Βασιλάκη Ελένη
Ζερβού Αλεξάνδρα

Abstract

In this study the context of writing is elaborated. Nowadays, the writing still afflicts the educational community. In recent years, various studies and researches about writing, have been accomplished and they have been presented. It is a common belief, that the writing ability is an important communicational tool. For this reason, the learning and teaching of writing is a necessary aim of every educational process. This present study concern to a specific textual genre, apart from the general context of writing that nowadays has not received so much interest of the educational community. The expository texts genre occupy the highest percentage of the academic sector, and specifically the text genre of solving-problem negotiates conditions, which are occurred in society. These above reasons raised my interest for choosing this text genre for my study. In the present postgraduate thesis we attempt a negotiation between the writing and conceptions, knowledge and practical skills of teachers in primary education reported to theoretical assumptions of socio-cognitive and socio-cultural theories, but also in the context of literacy. For this study, I designed semi-structured interview for each of teachers by distance, because of the recent conditions. In this interview participated 31 active teachers of primary education, teaching students of various age levels. The interviews be accomplished in the year 2020-2021 and lasted two months. Specifically, in the first part was investigated knowledge of teachers in primary education about texts genres. Also, was investigated conceptions and practice which are followed from teachers for teaching writing. In the second part was evaluated a didactic scenario of a fourth-grade of teaching writing in problem/solution text. The aim was showed up teachers’ conceptions, knowledge and practice negotiate the point of teaching the writing through the socio-cognitive apprenticeship approach. The didactic scenario was designed by me and it was constituted an another aim for the prosecution of study. The method of research was content analysis with qualitative data. Data analysis entailed content analysis and were constituted categories following a rational thought . These categories be related with basics axes of this study. The results of research showed that the writing is very important, but at the same time it is a complex activity for the student-writer. Also, the problem/solution texts are very complicated for the students, because of the content and structure. For the teaching of these texts is needed a authentic context. At the end, teachers’ active role was observed in evaluation of didactic scenario. The teachers were commented the socio-cognitive apprenticeship approach positively and specifically realized that the writing process is consisted by interactive steps, where the student-writer passes.

Language

Greek

Subject

Apprenticeship

Cognitive

Scenario of writing

writing

Γνωστική μαθητεία

Γραπτός λόγος

Ιnformational problem/solution texts

Κείμενο επίλυσης προβλημάτος

Σενάριο διδασκαλίας