Academic Writing of Teachers in Training: Analysis and Approach to Possible Solutions

Abstract

The research focused on the analysis of difficulties related to academic writing from the information and results obtained from the study developed in the Faculty of Educational Sciences, Humanities and Technologies of the National University of Chimborazo in Riobamba, province of Chimborazo, whose population consisted of students from different careers with the objective of evaluating academic writing and identifying the difficulties presented by students. The study was carried out under a mixed approach in which descriptive, comparative and hermeneutic methods prevailed, and the research modalities were bibliographic, field and non-experimental, all with the purpose of designing a system of categories that will later serve as input for the strengthening of competencies, which may be assumed in the curricula of reading and writing training programs from an integral perspective, as well as from the implementation of a Writing Center for the application of shared methodologies that allow replacing the perspective of obligatory writing with epistemic writing.