Investigación educativa y diseño de programas por competencias

Abstract

This report on research advances suggests the diagnosis of situated requirements, design, and program evaluation of academic writing that helps college student to improve the scriptural skill necessary for success in college and life. The research problem starts with the fact that students who enter to higher education do not have necessary hability for writing academic texts. In addition, some methodologies used by teachers in higher education are characterized by focus on the transference of knowledge, and lack of focus on active educational methods, participatory pedagogies, and diagnostics that contributes to the improvement of skills. The aim is to develop a theoretical proposal from the social constructivist theory that integrates cognitive, linguistic, discursive, socio-affective and pedagogical expertise in a classroom program to improve academic writing for college students and prepare them for working life. The methodology chosen is Evaluative Research, with the six perspectives that form it: needs as- sessment, training program design, evaluation by experts in both language teaching and methodolo- gy, program implementation or process evaluation, summative evaluation or product evaluation and self-assessment exercise