Patrones de pensamiento sobre escritura en profesores en formación de Lenguaje para Pedagogía Media en un programa de prosecución de estudios para licenciados del área: una mirada exploratoria sobre el aprendizaje de habilidades docentes para abordar procesos de aprendizaje de escritura en el aula

Abstract

Considering that teacher education programs develop skills, and generate learning outcomes, the TeachingWorks suggests that there are a series of high-leverage practices that are developed while student teachers are going through their initial preparation. These, at the same time, are implemented in their teaching practice. One of these practices is to elicit, interpret, and respond to students’ thinking patterns to allow effective learning outcomes in the classroom. In the learning process of writing skills, students’ thinking patterns are plenty of times, learning barriers to allow that high school students become expert writers. That is to grant that they can move from declaring the knowledge to transforming it through writing, or understanding that writing is a social mechanism that gives people agency in the world. By identifying the thinking patterns that these student teachers’ have, who will then approach them in the classroom, it is determined that these patterns are overly complex. Even when an instruction from a class deconstructs patterns related to writing that graduate students bring from their programs to a consecutive program, it seems that it is possible to modify these patterns and allow that pedagogical answers are generated. These will respond to a writing model understood as a nonlinear process that results in the generation of experts writers for the classrooms. There are indeed certain contradictions that will remain suggests that instruction in the area at least makes thinking patterns more complex to provide didactic pedagogic responses in their initial teaching role.