Teacher Education as an Essential Condition for Success in the Development of Writing in the Classroom
DOI:
https://doi.org/10.54104/papeles.v9n17.469Keywords:
teacher performance, pedagogical competence, disciplinar competence, writing, process, developmentAbstract
This article is derived from a diagnostic exercise of the performance of five teachers of Spanish language in fifth level of elementary school in five schools of different socio-economic status. To this aim three matrices were developed to analyze class planners, notebooks and written tasks in an academical term, in order to determine
to what extent the disciplinary and pedagogical competences performed by teachers influenced the development of the writing process of their students.
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