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Negociación de identidades académicas y profesionales en la escritura de tesis en pregrado

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Negociación de identidades académicas y profesionales en la escritura de tesis en pregrado. / Montes, Soledad; Arce, Catalina Figueroa; Klener, Hans et al.
In: Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana, Vol. 59, No. 2, 31.07.2022, p. 1-13.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Montes, S, Arce, CF, Klener, H, Vera, J, Tamburrino, Í & Gómez, P 2022, 'Negociación de identidades académicas y profesionales en la escritura de tesis en pregrado', Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana, vol. 59, no. 2, pp. 1-13. https://doi.org/10.7764/PEL.59.2.2022.8

APA

Montes, S., Arce, C. F., Klener, H., Vera, J., Tamburrino, Í., & Gómez, P. (2022). Negociación de identidades académicas y profesionales en la escritura de tesis en pregrado. Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana, 59(2), 1-13. https://doi.org/10.7764/PEL.59.2.2022.8

Vancouver

Montes S, Arce CF, Klener H, Vera J, Tamburrino Í, Gómez P. Negociación de identidades académicas y profesionales en la escritura de tesis en pregrado. Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana. 2022 Jul 31;59(2):1-13. doi: 10.7764/PEL.59.2.2022.8

Author

Montes, Soledad ; Arce, Catalina Figueroa ; Klener, Hans et al. / Negociación de identidades académicas y profesionales en la escritura de tesis en pregrado. In: Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana. 2022 ; Vol. 59, No. 2. pp. 1-13.

Bibtex

@article{1bd8026479c44498a8b7bf0f2b6d4567,
title = "Negociaci{\'o}n de identidades acad{\'e}micas y profesionales en la escritura de tesis en pregrado",
abstract = "From a writing as a social practice approach, we explore the construction of academic identities in undergraduate dissertation writing at a Chilean university. An online questionnaire was applied and interviews were conducted with students from four disciplinary areas. The participants perceive the dissertation process as an enriching learning experience, but also as lonely and unmotivating. We also observed three forms of identity negotiation that facilitated or hindered engagement with and motivation toward the dissertation: the negotiation of diverse trajectories, of the student{\textquoteright}s own voice, and of the disciplinary field. From our findings, we make recommendations for the development of dissertation writing programs. Lastly, this study describes various forms of identity negotiation that play a key role in students{\textquoteright} engagement in their dissertation process. ",
author = "Soledad Montes and Arce, {Catalina Figueroa} and Hans Klener and Julio Vera and {\'I}talo Tamburrino and Pablo G{\'o}mez",
year = "2022",
month = jul,
day = "31",
doi = "10.7764/PEL.59.2.2022.8",
language = "Spanish",
volume = "59",
pages = "1--13",
journal = "Pensamiento Educativo: Revista de Investigaci{\'o}n Educacional Latinoamericana",
number = "2",

}

RIS

TY - JOUR

T1 - Negociación de identidades académicas y profesionales en la escritura de tesis en pregrado

AU - Montes, Soledad

AU - Arce, Catalina Figueroa

AU - Klener, Hans

AU - Vera, Julio

AU - Tamburrino, Ítalo

AU - Gómez, Pablo

PY - 2022/7/31

Y1 - 2022/7/31

N2 - From a writing as a social practice approach, we explore the construction of academic identities in undergraduate dissertation writing at a Chilean university. An online questionnaire was applied and interviews were conducted with students from four disciplinary areas. The participants perceive the dissertation process as an enriching learning experience, but also as lonely and unmotivating. We also observed three forms of identity negotiation that facilitated or hindered engagement with and motivation toward the dissertation: the negotiation of diverse trajectories, of the student’s own voice, and of the disciplinary field. From our findings, we make recommendations for the development of dissertation writing programs. Lastly, this study describes various forms of identity negotiation that play a key role in students’ engagement in their dissertation process.

AB - From a writing as a social practice approach, we explore the construction of academic identities in undergraduate dissertation writing at a Chilean university. An online questionnaire was applied and interviews were conducted with students from four disciplinary areas. The participants perceive the dissertation process as an enriching learning experience, but also as lonely and unmotivating. We also observed three forms of identity negotiation that facilitated or hindered engagement with and motivation toward the dissertation: the negotiation of diverse trajectories, of the student’s own voice, and of the disciplinary field. From our findings, we make recommendations for the development of dissertation writing programs. Lastly, this study describes various forms of identity negotiation that play a key role in students’ engagement in their dissertation process.

U2 - 10.7764/PEL.59.2.2022.8

DO - 10.7764/PEL.59.2.2022.8

M3 - Journal article

VL - 59

SP - 1

EP - 13

JO - Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana

JF - Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana

IS - 2

ER -