Teacher training in writing and specific didactics: Towards a formative model

Detalhes bibliográficos
Autor(a) principal: Espinosa, María Jesús
Data de Publicação: 2024
Outros Autores: Figueroa-Miralles, Javiera
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/10778
Resumo: This qualitative and interpretative research aims to analyze how university writing experiences shape the development of writing skills and pedagogical content knowledge of prospective teachers. A case study was conducted with two trainee teachers, who submitted two texts (one academic and one non-academic) and participated in a semi-structured interview. The findings indicate how teachers develop the writing process and their skills of metalinguistic awareness and rhetorical flexibility in two writing experiences, and how they construct flexible identities as writers. We propose a model for writing education that builds on the opportunities and challenges identified in the research.
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spelling Teacher training in writing and specific didactics: Towards a formative modelFormación docente en escritura y didáctica específica: Hacia un modelo formativoFormation des enseignants concernant l’écriture et sa didactique: Vers un modèle formatifFormação docente em escrita e didática específica: Rumo a um modelo formativoEscrituraEnseñanza de la EscrituraFormación de ProfesoresIdentidadEscritaEnsino da EscritaFormação de ProfessoresIdentidadeWritingTeaching WritingTeacher TrainingIdentityÉcritureEnseignement de l’ÉcritureFormation EnseignanteIdentitéThis qualitative and interpretative research aims to analyze how university writing experiences shape the development of writing skills and pedagogical content knowledge of prospective teachers. A case study was conducted with two trainee teachers, who submitted two texts (one academic and one non-academic) and participated in a semi-structured interview. The findings indicate how teachers develop the writing process and their skills of metalinguistic awareness and rhetorical flexibility in two writing experiences, and how they construct flexible identities as writers. We propose a model for writing education that builds on the opportunities and challenges identified in the research.Esta investigación cualitativa e interpretativa tiene como objetivo analizar de qué modo las experiencias de escritura universitaria moldean el desarrollo de habilidades de escritura y el cono-cimiento didáctico de los futuros docentes. Se realizó un estudio de casos con dos profesores en formación, quienes entregaron dos textos (uno académico y uno no académico) y participaron en una entrevista semiestructurada. Los hallazgos indican de qué modo los docentes despliegan el proceso de escritura y sus habilidades de reflexión metalingüística y flexibilidad retórica en dos experiencias de escritura, y cómo construyen identidades flexibles como escritores. Se propone un modelo para la formación en escritura, que se basa en las oportunidades y desafíos identificados en la investigación.Cette recherche qualitative et interprétative vise à analyser comment les expériences d’écriture à l’université façonnent le développement des compétences en matière d’écriture et les connaissances didactiques des futurs enseignants. Une étude de cas a été menée avec deux professeurs en formation, qui ont rédigé deux textes chacun (l’un des deux de style académique) et ont participé à un entretien semi-structuré. Les résultats montrent comment les enseignants, à travers leurs deux expériences d’écriture, développent leur processus d’écriture et leurs compétences de réflexion métalinguistique et de flexibilité rhétorique et comment, en tant qu’écrivains, ils construisent des identités flexibles. Un modèle de formation aux écrits est proposé, qui s’appuie sur les opportunités et les défis identifiés dans cette recherche.Esta pesquisa qualitativa e interpretativa tem como objetivo analisar como as experiências da escrita universitária moldam o desenvolvimento das habilidades da escrita e o conhecimento didático dos futuros professores. Foi realizado um estudo de caso com dois professores em formação, que submeteram dois textos (um acadêmico e outro não acadêmico) e participaram de uma entrevista semiestruturada. As descobertas mostram como os professores implementam o processo de escrita e as suas competências de reflexão metalinguística e flexibilidade retórica em duas experiências de escrita, e como constroem identidades flexíveis como escritores. Nesta pesquisa, propomos um modelo para a formação em escrita baseado nas oportunidades e desafios identificados na pesquisa.Fundação Carlos Chagas2024-11-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/10778Cadernos de Pesquisa; Vol. 54 (2024); e10778Cadernos de Pesquisa; Vol. 54 (2024); e10778Cadernos de Pesquisa; Vol. 54 (2024); e10778Cadernos de Pesquisa; v. 54 (2024); e107781980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/10778/5044Copyright (c) 2024 Cadernos de Pesquisahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessEspinosa, María JesúsFigueroa-Miralles, Javiera2024-11-19T20:25:14Zoai:ojs.publicacoes.fcc.org.br:article/10778Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexPRIhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2024-11-19T20:25:14Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Teacher training in writing and specific didactics: Towards a formative model
Formación docente en escritura y didáctica específica: Hacia un modelo formativo
Formation des enseignants concernant l’écriture et sa didactique: Vers un modèle formatif
Formação docente em escrita e didática específica: Rumo a um modelo formativo
title Teacher training in writing and specific didactics: Towards a formative model
spellingShingle Teacher training in writing and specific didactics: Towards a formative model
Espinosa, María Jesús
Escritura
Enseñanza de la Escritura
Formación de Profesores
Identidad
Escrita
Ensino da Escrita
Formação de Professores
Identidade
Writing
Teaching Writing
Teacher Training
Identity
Écriture
Enseignement de l’Écriture
Formation Enseignante
Identité
title_short Teacher training in writing and specific didactics: Towards a formative model
title_full Teacher training in writing and specific didactics: Towards a formative model
title_fullStr Teacher training in writing and specific didactics: Towards a formative model
title_full_unstemmed Teacher training in writing and specific didactics: Towards a formative model
title_sort Teacher training in writing and specific didactics: Towards a formative model
author Espinosa, María Jesús
author_facet Espinosa, María Jesús
Figueroa-Miralles, Javiera
author_role author
author2 Figueroa-Miralles, Javiera
author2_role author
dc.contributor.author.fl_str_mv Espinosa, María Jesús
Figueroa-Miralles, Javiera
dc.subject.por.fl_str_mv Escritura
Enseñanza de la Escritura
Formación de Profesores
Identidad
Escrita
Ensino da Escrita
Formação de Professores
Identidade
Writing
Teaching Writing
Teacher Training
Identity
Écriture
Enseignement de l’Écriture
Formation Enseignante
Identité
topic Escritura
Enseñanza de la Escritura
Formación de Profesores
Identidad
Escrita
Ensino da Escrita
Formação de Professores
Identidade
Writing
Teaching Writing
Teacher Training
Identity
Écriture
Enseignement de l’Écriture
Formation Enseignante
Identité
description This qualitative and interpretative research aims to analyze how university writing experiences shape the development of writing skills and pedagogical content knowledge of prospective teachers. A case study was conducted with two trainee teachers, who submitted two texts (one academic and one non-academic) and participated in a semi-structured interview. The findings indicate how teachers develop the writing process and their skills of metalinguistic awareness and rhetorical flexibility in two writing experiences, and how they construct flexible identities as writers. We propose a model for writing education that builds on the opportunities and challenges identified in the research.
publishDate 2024
dc.date.none.fl_str_mv 2024-11-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/10778
url https://publicacoes.fcc.org.br/cp/article/view/10778
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/10778/5044
dc.rights.driver.fl_str_mv Copyright (c) 2024 Cadernos de Pesquisa
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Cadernos de Pesquisa
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 54 (2024); e10778
Cadernos de Pesquisa; Vol. 54 (2024); e10778
Cadernos de Pesquisa; Vol. 54 (2024); e10778
Cadernos de Pesquisa; v. 54 (2024); e10778
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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