Teacher's Meanings about Academic Writing in a Distance in-service Teacher Education Course

Research has pointed out for several decades the importance of examining teachers' beliefs, assumptions, and representations about writing in the university. To a lesser extent, the way in which these ideas are modified has been explored. This qualitative work explored the meanings that a group of university teachers attribute to aca-demic writing, before and after participating in a distance in-service teacher education course. Theoretical refe-rents of academic literacy and discourse analysis guided by an ethnographic perspective, were used to analyze the forums, virtual sessions, as well as the written evidence produced in the context of the course. The results show that the teachers reflected and analyzed their experiences and introduced aspects of socialization and aca-demic literacy to their discourse. This confirms the need to promote spaces for dialogue and teacher reflection to generate alternative ideas about these processes.