Initial Frameworks of Reading and Writing in the “Practice I” Course of Teacher Training
Teacher training is a challenge for both educators and students. Beyond specific disciplines and the need to establish dialogues among the different fields of knowledge, literacy processes (reading, writing, comprehension, and orality) become fundamental communicative skills and competencies that re...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé"
2025
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| Acceso en línea: | https://revistas.unne.edu.ar/index.php/clt/article/view/9037 |
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| Sumario: | Teacher training is a challenge for both educators and students. Beyond specific disciplines and the need to establish dialogues among the different fields of knowledge, literacy processes (reading, writing, comprehension, and orality) become fundamental communicative skills and competencies that require a dedicated space for their exercise and to strengthen reflective practices. In the curriculum area of Teaching Practice I, a pedagogical device, designed as Integrated Practical Work (TPI, for its Spanish acronym), was developed and implemented. This TPI enabled students to challenge concepts, engage in dialogue with authors, and generate questions. Furthermore, it promoted the appreciation of significant dynamics such as: reflection on their own process of comprehension and learning; the richness of peer co-evaluation; the progressive systematisation of the experience (identifying progress and difficulties); the exercise of pedagogical listening, the circulation of the word, and the analytical re-reading of the bibliography.Teacher training is a challenge for both educators and students. Beyond specific disciplines and the need to establish dialogues among the different fields of knowledge, literacy processes (reading, writing, comprehension, and orality) become fundamental communicative skills and competencies that require a dedicated space for their exercise and to strengthen reflective practices. In the curriculum area of Teaching Practice I, a pedagogical device, designed as Integrated Practical Work (TPI, for its Spanish acronym), was developed and implemented. This TPI enabled students to challenge concepts, engage in dialogue with authors, and generate questions. Furthermore, it promoted the appreciation of significant dynamics such as: reflection on their own process of comprehension and learning; the richness of peer co-evaluation; the progressive systematisation of the experience (identifying progress and difficulties); the exercise of pedagogical listening, the circulation of the word, and the analytical re-reading of the bibliography. |
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