<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412018000100001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Incidencia del trabajo colaborativo docente en la enseñanza y el aprendizaje de la escritura académica]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of Collaborative Work by Teachers in Teaching and Learning Academic Writing]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Gil]]></surname>
<given-names><![CDATA[Karen Shirley]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina Natera]]></surname>
<given-names><![CDATA[Violeta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Javeriana Cali  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>13</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412018000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412018000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412018000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Esta investigación buscaba analizar la incidencia de una estrategia de trabajo colaborativo, entre profesores de lenguaje y de otras áreas, en la enseñanza y el aprendizaje de la escritura en cuatro asignaturas de los programas de Medicina, Administración, Derecho e Ingeniería de Sistemas de una universidad privada colombiana. Se siguió un diseño mixto de investigación, en el que se realizó una encuesta sobre representaciones y prácticas de escritura a 86 estudiantes, una entrevista semiestructurada a docentes y un grupo de discusión con los alumnos. Se evidenciaron cambios en las prácticas de orientación y evaluación de la escritura de los profesores, así como transformaciones en la representación de la función de la escritura y en las prácticas de composición escrita de los estudiantes. A partir de estos hallazgos, se propone el trabajo colaborativo docente como una estrategia institucional que puede potenciar la enseñanza y el aprendizaje de la escritura a través del currículo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study sought to analyze the impact of a collaborative work strategy implemented between language teachers and teachers from other areas in teaching and learning writing in four courses from the medicine, administration, law and systems engineering programs in a private university in Colombia. A mixed-method research design was used, which included a survey conducted with 86 students on writing practices and representations, a semi-structured interview with teachers, and a discussion group with students. Changes were found in teachers&#8217; guidance and writing assessment practices and in students&#8217; representations of the function of writing and written composition practices. On the basis of these findings, collaborative work by teachers is proposed as an institutional strategy that can enhance the teaching and learning of writing through the curriculum.]]></p></abstract>
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<kwd lng="es"><![CDATA[Escritura]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
</kwd-group>
</article-meta>
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