Review by (non)peers as an opportunity for learning: A study case of the editorial process of papers by junior researchers/ La revisión por (im)pares como instancia de aprendizaje: Un estudio de casos del ...

PEDRAZZINI, A. M.; BAUTISTA, A.; SCHEUER, N.; MONEREO, C.

INFANCIA Y APRENDIZAJE

Taylor & Francis

Lugar: Oxford; Año: 2014 vol. 37 p. 851 - 901

0210-3702

We analyze the editorial process of the four articles authored by junior researchers published in the special issue ?The peer review process as an opportunity for learning.? Our aims were to study the unfolding of the main critiques and suggestions made by reviewers in the different review rounds, as well as to explore how both authors and reviewers experienced and valued the review process. Data sources include all review reports and letters where the authors explained the changes made, and the questionnaires completed by all the authors and some reviewers. The most commonly identified critiques in the reports were related to content selection and elaboration (coherence and relevance), the own author?s voice (critical positioning and caution) and attention to the reader (precision and consistency in terms and concepts, methodological clarity, writing style, legibility, and formal adequacy). All four authors stated that being part of this process was rewarding and educational, highlighting the development of academic writing skills. Some reviewers emphasized the importance of reading other reviewers? reports. We conclude by emphasizing the importance of providing junior researchers with resources that support them in communicating their research to the academic community. EL ARTICULO SERÁ PUBLICADO EN INGLÉS (TRADUCCION EN PROCESO, A CARGO DE LA REVISTA) Y CASTELLANO. SE ADJUNTA VERSIÓN ACEPTADA EN CASTELLANO.