Written text correction during fully-online Language Art teacher formation as a didactic experience for teacher training

Written text correction experience by students in the e-learning complementation cycle of the UNRN Language Arts teachers´ training described here took place between 2014 and 2016. It involved the implementation and conscious revision of the teacher´s task of correcting with a didactic intent. By me...

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Autor principal: Tapia, Stella Maris
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2017
Materias:
formación docente virtual
escritura
corregir
claves de corrección
interacción didáctica
fully-online teacher formation
writing
correct
correction symbols
interactions
Acceso en línea:https://revistas.unc.edu.ar/index.php/vesc/article/view/18965
Aporte de:
Virtualidad, Educación y Ciencia de Universidad Nacional de Córdoba
id I10-R378-article-18965
record_format ojs
spelling I10-R378-article-189652021-09-21T18:32:06Z Written text correction during fully-online Language Art teacher formation as a didactic experience for teacher training La corrección de textos escritos en un profesorado virtual en Lengua y Literatura como experiencia didáctica para la formación docente Tapia, Stella Maris formación docente virtual escritura corregir claves de corrección interacción didáctica fully-online teacher formation writing correct correction symbols interactions Written text correction experience by students in the e-learning complementation cycle of the UNRN Language Arts teachers´ training described here took place between 2014 and 2016. It involved the implementation and conscious revision of the teacher´s task of correcting with a didactic intent. By means of keys to correction codes to promote re-writing, the feedback provided to students became an instance of interaction about the objects taught (texts, language, reading, writing) during teacher formation which also define the learning objects of their profession. Permanent consulting forums were available for the recipients of corrections to discuss the language in texts from their own writing. The interest of this proposal lies in its potential to correct texts in teacher-student interactions supported via e-learning, in the context of technological convergence. La experiencia de corrección de textos escritos por alumnos del Ciclo de Complementación virtual del Profesorado en Enseñanza de la Lengua y la Literatura de la Universidad Nacional de Río Negro que se describe fue realizada durante 2014-2016. Implicó la instrumentación y revisión consciente de la tarea docente de corregir con una intencionalidad didáctica. Mediante claves de corrección con sistematización de marcas orientadas a la reescritura, las devoluciones realizadas a los alumnos constituyeron instancias de interacción en torno a los objetos enseñados (textos, lengua, lectura y escritura) durante la formación docente que conforman, asimismo, los objetos de enseñanza de su profesión. Los destinatarios de las correcciones contaron con foros de consulta permanente, como espacios de discusión sobre la lengua en los textos a partir de la propia escritura. El interés de la propuesta radica en sus potencialidades para corregir textos en interacciones docentes-alumnos mediadas por TIC, en contextos de convergencia tecnológica. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2017-12-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/vesc/article/view/18965 10.60020/1853-6530.v8.n15.18965 Virtuality, Education and Science; Vol. 8 No. 15; 162-172 Virtualidad, Educación y Ciencia; Vol. 8 Núm. 15; 162-172 1853-6530 10.60020/1853-6530.v8.n15 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/18965/18895 Derechos de autor 2017 Stella Maris Tapia
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-378
container_title_str Virtualidad, Educación y Ciencia
language Español
format Artículo revista
topic formación docente virtual
escritura
corregir
claves de corrección
interacción didáctica
fully-online teacher formation
writing
correct
correction symbols
interactions
spellingShingle formación docente virtual
escritura
corregir
claves de corrección
interacción didáctica
fully-online teacher formation
writing
correct
correction symbols
interactions
Tapia, Stella Maris
Written text correction during fully-online Language Art teacher formation as a didactic experience for teacher training
topic_facet formación docente virtual
escritura
corregir
claves de corrección
interacción didáctica
fully-online teacher formation
writing
correct
correction symbols
interactions
author Tapia, Stella Maris
author_facet Tapia, Stella Maris
author_sort Tapia, Stella Maris
title Written text correction during fully-online Language Art teacher formation as a didactic experience for teacher training
title_short Written text correction during fully-online Language Art teacher formation as a didactic experience for teacher training
title_full Written text correction during fully-online Language Art teacher formation as a didactic experience for teacher training
title_fullStr Written text correction during fully-online Language Art teacher formation as a didactic experience for teacher training
title_full_unstemmed Written text correction during fully-online Language Art teacher formation as a didactic experience for teacher training
title_sort written text correction during fully-online language art teacher formation as a didactic experience for teacher training
description Written text correction experience by students in the e-learning complementation cycle of the UNRN Language Arts teachers´ training described here took place between 2014 and 2016. It involved the implementation and conscious revision of the teacher´s task of correcting with a didactic intent. By means of keys to correction codes to promote re-writing, the feedback provided to students became an instance of interaction about the objects taught (texts, language, reading, writing) during teacher formation which also define the learning objects of their profession. Permanent consulting forums were available for the recipients of corrections to discuss the language in texts from their own writing. The interest of this proposal lies in its potential to correct texts in teacher-student interactions supported via e-learning, in the context of technological convergence.
publisher Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
publishDate 2017
url https://revistas.unc.edu.ar/index.php/vesc/article/view/18965
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first_indexed 2024-09-03T23:10:45Z
last_indexed 2024-09-03T23:10:45Z
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