{"id":120,"date":"2014-02-22T23:12:52","date_gmt":"2014-02-22T23:12:52","guid":{"rendered":"https:\/\/webs.uab.cat\/greip\/our-r-d-projects\/"},"modified":"2025-05-29T10:18:15","modified_gmt":"2025-05-29T10:18:15","slug":"our-r-d-projects","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/greip\/en\/our-r-d-projects\/","title":{"rendered":"Research – OLD"},"content":{"rendered":"\n

GREIP<\/strong> has been involved in many different projects throughout its history. Team members have participated in local, state and international initiatives, and, on several occasions, heldthe role of PI. Our projects establish synergies between research, teaching innovation and the development of materials, in order to broaden and deepen knowledge between social interaction and language learning in various multilingual social contexts.<\/p>\n\n\n\n

Research projects<\/h2>\n\n\n
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Images created by Artificial Intelligence<\/figcaption><\/figure>\n<\/div>\n\n\n

Ongoing<\/h2>\n\n\n\n
Research projects<\/summary>
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DECERC-GM: El Desarrollo de la Competencia Escrita y el Razonamiento Cr\u00edtico en los Grados de Maestro<\/summary>
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Summary<\/strong><\/p>\n\n\n\n

Research on teaching writing in compulsory schooling has undergone extensive development in our country and in the last decade, in line with international research. However, there is a lack of transfer of the results to all teachers and therefore a low impact on classroom practice. When students arrive at university they have a very low writing level which suggests that students spend little time writing in school. This in turn suggests that teachers are not aware of the need to adequately address the complex teaching-learning process that writing requires and the need to break the dynamics of poor teaching of written composition that continues throughout schooling and that affects the preparation with which students access the Master’s Degrees. This project assumes that it is necessary to interrelate a) the reflective processes of the learners at the time of writing, b) the creation of dialogic spaces in the context of written composition to develop critical reasoning and c) the implementation of interventions in the classroom aimed at accompanying the teaching-learning processes. The project is organized around a series of specific objectives: (1) to characterize the students’ knowledge and content on written composition and critical reasoning in the subject programs; (2) design a direct instruction intervention; (3) implement this direct instruction design in the classrooms of Teacher Degrees; (4) know through the analysis of the texts written by the students if such intervention has produced improvement; (5) indicate if there is transfer when students write a text outside the margins of the designed intervention; (6) know the degree of ability of students to reflect on their own texts; and (7) prepare an orientation document for teachers in charge of the Teacher Degrees. In the context of global, interconnected and rapidly transforming societies, this project aims to respond to these needs in two ways: not only we are in the position of forming future critical and communicatively competent citizens. These citizens, in the development of their teaching profession, must become aware of the importance of this knowledge and know how to teach it. In this respect, a set of guidelines for teacher training will crystallize in a final document that will help to disseminate the results obtained.<\/p>\n\n\n\n

Project details<\/strong> (project led by GREIP)<\/p>\n\n\n\n