Teacher educator's beliefs about practices of academic writing

Abstract

This research on Teacher Educators' Beliefs about Practices of Academic Writing was conducted to explore the teacher educators’ beliefs about practices of academic writing and explore the challenges faced by them. The main objectives of this research were to find out the belief of the teacher educators' about practices of academic writing and explore the challenges faced in academic writing. Thirty teacher educators were selected as sample size following a purposive non-random sampling procedure. A set of questionnaire was developed to collect data from the participants. Regarding the first objective and research question about the beliefs of teacher educators' about the practice of academic writing, it was found that all the participants (100%) believe that academic writing and publishing such writing on various platforms is one of the ways for teacher educators' professional development. Likewise, it was found that most of the teacher educators i.e. 96.66% believe that researching, writing reports, presenting, and publishing have a great role in the field of teaching. Similarly, it was also found that teacher educators believe that academic writing creates teachers' identities and connect with professionals. In the same way, regarding the second objective and research question that the challenges faced by teacher educators in academic writing, it was found that the lack of adequate academic knowledge regarding academic writing and lack of resources, motivation, the culture of writing and feedback in the practices of academic writing. This thesis has five chapters. The first chapter deals with the background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study, and operational definitions of the key terms. The second chapter presents the review of theoretical literature, review of the empirical literature, implication of the review for the study, and conceptual framework. Similarly, the third chapter deals with the methods of the study, which includes all the procedures of the research. Likewise, the fourth chapter deals with the analysis and interpretation of results. The fifth chapter presents findings, conclusions, and recommendations. The recommendations are presented on three levels: policy level, practice level, and further research level. At last, the references and appendices are provided.