Team teaching in an academic literacy approach: effects in the disciplinary lecturers' training
Keywords:
academic writing, teaching, team teaching, higher educationCopyright (c) 2020 Lucía Natale
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Abstract
Latin-American universities have adopted different pedagogical strategies and devices to promote academic literacy. The most usual initiatives are first year writing courses and writing centers. Less common are collaborative teaching approaches in which a disciplinary specialist and an academic literacy lecturer work together to promote writing in the disciplines. This paper explores the effects of the implementation of this collaboration in raising the disciplinary lecturer´s awareness about their tacit knowledge and the explicit teaching of academic literacy practices. Changes in their pedagogical planning are also examined. The study was conducted in an Argentinian public university, where an academic literacy institutional program based on team teaching is being developed since 2006. The paper draws on 15 interviews to disciplinary lecturers who participated in the program. The findings suggest that the collaborative teaching with an academic literacy lecturer enables disciplinary lecturers to have some critical distance from their disciplinary discourses and helps shift their planning and their teaching towards a more explicit pedagogy. This perspective appears to enable the explicit teaching of disciplinary literacies and could be useful in designing institutional projects.
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