COLLABORA TIVE WRITING IN HIGHER EDUCATION AND ITS CONTRIBUTION TO THE TRAINING OF TEACHER RESEARCHERS

In light of the growing phenomenon of co -authorship, researchers must develop competencies in both writing to publish and collaborating to write. However, the term collaborative writing encompasses a number of writing practices that have not been well defined. To help fill this gap, this review article explores collaborative writing in higher education and its application in teacher education. The authors conduct an analysis of 66 scientific publications published between 2005 and 2022. The results indicate that research in this field has privileged the academic socialization model, so it often responds to a fragmented, universalist, and neutral conception of academic writing. Hence, research from the perspective of the New Literacies Studies is necessary so that the relational and ideological component of collaborative writing, as well as its pedagogical potential may be analyzed.