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.
Downloads
References
(1) Camiloni, A. W. (2007). El saber didáctico. Buenos Aires: Paidós.
(2) Cassany, D. (1989). Describir el escribir. Barcelona: Paidós.
(3) Cassany, D. (1999). Construir la escritura. Madrid: Paidós. Flower, L. & Hayes, J. (1996). La teoría de la redacción como proceso cognitivo. En L. Flower, & J. Hayes, Textos y contextos.Obtenido de http://media.utp.edu.co/referencias-bibliográficas/uploads/referencias/libro/518-flowers-y-hayes-la-teoria-de-la-redaccion-como-proceso-cognitivopdf-xwyX0-articulo.pdf
(4) Flórez, R. (1995). Hacía una pedagogía del Conocimiento. McGraw Hill. Santafé de Bogotá.
(5) MEN (2006). Estándares básicos de competencias en lenguaje, matemáticas, ciencias y ciudadanas. Bogotá, Ministerio de Educación Nacional (Editor).
(6) Van Dijk, T. (1996). Estructuras y funciones del discurso. México, Siglo Veintiuno.
(7) Zubiría, J. D. (2006). Los modelos pedagógicos. Hacia una pedagogía dialogante. Bogotá: Magisterio.
Downloads
Published
-
Abstract215
-
PDF (Español (España))158
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
