<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Todar   Lakhvich</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE PARADIGM AND PUBLISHING ADEQUACY: WHAT WE WOULD LIKE TO READ IN SCIENTIFIC JOURNALS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic writing</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific reviewing</style></keyword><keyword><style  face="normal" font="default" size="100%">theoretical education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420056443.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">57</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A few days ago I had an interesting discussion with my master student who recently had entered our university after his graduation as a bachelor from an Arab university. As usual, I gave him few questions for analysis through reviewing scientific Journals and monographs. It was the easiest way to check what his grades in Diploma are worth of and skills in working on a thesis. In all the cases the first chapter of a thesis is to comprise a scientific analysis of the focal problem and therefore it resembles be an introduction to experimental research, in our case in the field of applied Biochemistry. 
After years of being a university professor I’m rather sceptical about students’ ability to offer at the first attempt a proper scientific review that would meet all the requirements (strangely enough, it’s a matter of consideration for some proposals for a scientific Journal). Still I’m an acting professor, appointed as the supervisor for the foreign student and should teach him skills of a scientist. It is just a normal practice. I am used to teach and like to do it, and accept the idea the first attempt barely gets you the final result; anyway, I am there to help to overcome the difficulties (which is an approach in Science education that gives students good experience to enable them to work further on more independently. I am used to correct and edit, to teach and explain, to discuss findings and help to do work in a proper way. That’s just all right, that’s the process of learning. But in that case, I was absolutely disappointed.
</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-7</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tuija  A.  Turunen</style></author><author><style face="normal" font="default" size="100%">Raimo   Kaasila</style></author><author><style face="normal" font="default" size="100%">Anneli   Lauriala</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ESTABLISHING A COOPERATIVE WRITING GROUP AMONG TEACHER EDUCATORS: POSSIBILITIES AND CHALLENGES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic writing</style></keyword><keyword><style  face="normal" font="default" size="100%">cooperative research</style></keyword><keyword><style  face="normal" font="default" size="100%">researcher’s career</style></keyword><keyword><style  face="normal" font="default" size="100%">social comparison</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410007502.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">43</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Getting published has become important in academia and also among teacher educators. The purpose of this paper is to investigate potential benefits and challenges when establishing an academic writing group among Finnish teacher educators. The three authors of this paper applied an autoethnographic approach to study the starting points of the writing group. In the group, mentoring and social support were used to share experiences and knowledge about academic writing. Relationships and contributions from all participants were emphasised. Each member was considered equal to the other members. The study demonstrated that writing for international academic audiences was challenging; it was deemed to be both emotionally and intellectually demanding. Many participants described the experiences of tension when allocating time for teaching and writing. Membership in the group provided possibilities for social comparison. The members encouraged self-improvement and allowed other group members to become reflective mirrors. The participants considered their membership in the writing group positively and indicated that it had contributed to their academic writing. On the basis of the project, it is recommended to establish continuing writing groups to promote academic writing and publishing as a central part of teacher educators’ profession.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">119-130</style></section></record></records></xml>