Didactic Strategies to Improve the Competencies in Analytical Reading and Academical Writing of Future Teachers and Teachers in Service

  • José Jesús Alvarado Cabral MA - MCyH

Abstract

In Mexico, as in other Latin American countries, since near of two decades ago, based on some guidelines made by the OECD, it has implemented an educational model based on the competencies approach. Despite this, they continue to prevail in the different school levels problems in the achievement of their students, in a particular way in the communicative competences: reading and writing. In higher-level schools to train future teachers or teachers in service, we have detected that this problem is also common in this type of students. They present little practice, poor disposition and deficiencies in analytical reading and writing exercises. For three years, a group of three professors-researchers have implemented a series of didactic actions to try to overcome such problems. We have worked with undergraduate and graduate students, some of them aspiring to be teachers and others who are already. In the paper here proposed, a research report of the didactic work done so far, we present the diagnostic process carried out with different groups, the design of the qualitative research, the conceptual framework of the research, in addition to the design, the development and implementation of a didactic intervention in different phases, and the results obtained so far. Part of these are a practical taxonomy of the written academic work of our students and parallel alternative solutions such as tests for concepts review and the didactic strategies of the debate and the dissertation, which strengthen scripture as well as analytical reading and oral argumentation.
Published
Mar 2, 2018
How to Cite
CABRAL, José Jesús Alvarado. Didactic Strategies to Improve the Competencies in Analytical Reading and Academical Writing of Future Teachers and Teachers in Service. European Journal of Multidisciplinary Studies, [S.l.], v. 3, n. 1, p. 155-166, mar. 2018. ISSN 2414-8385. Available at: <http://journals.euser.org/index.php/ejms/article/view/3105>. Date accessed: 15 oct. 2019. doi: http://dx.doi.org/10.26417/ejms.v7i1.p155-166.