Español
English
El portafolio de escritura como estrategia pedagógica de apoyo a la reflexión del aprendizaje: perspectiva de profesores y estudiantes de Pedagogía en Inglés
Resumen
Este artículo presenta las percepciones de profesores y estudiantes de Pedagogía en Inglés sobre el portafolio de escritura como estrategia pedagógica de apoyo a la reflexión del aprendizaje, exponiendo en qué medida estas percepciones se aproximan entre sí. El estudio contempló la participación de 51 estudiantes y 4 docentes. Los datos se recogieron de tres fuentes: cuestionario aplicado a profesores y estudiantes, las respuestas de los estudiantes a una pregunta abierta y entrevistas en profundidad con los profesores. Los datos cuantitativos se analizaron usando el paquete estadístico SPSS y los cualitativos fueron sometidos a análisis de contenido. Los resultados muestran que ambos grupos valoran altamente el portafolio. Los estudiantes se centran en los beneficios a corto plazo como la mejora de su competencia lingüística y la comprensión de la escritura como proceso, mientras que los profesores consideran habilidades más integrales como la reflexión, la autonomía y la futura práctica docente.
Texto completo:
¿Cómo citar este artículo?
Saavedra Jeldres, P., & Campos Espinoza, M. (2024). El portafolio de escritura como estrategia pedagógica de apoyo a la reflexión del aprendizaje: perspectiva de profesores y estudiantes de Pedagogía en Inglés. Perspectiva Educacional, 63(2). https://dx.doi.org/10.4151/07189729-Vol.63-Iss.2-Art.1445
Citas
Aydin, S. (2010). EFL writers’ perceptions of portfolio keeping. Assessing Writing, 15,194-203. https://doi.org/10.1016/j.asw.2010.08.001
Bader, M., Burner, T., Hoem Iversen, S., & Varga, Z. (2019). Student perspectives on formative feedback as part of writing portfolios. Assessment & Evaluation in Higher Education, 44(7), 1017-1028. https://doi.org/10.1080/02602938.2018.1564811
Ballweg, S. (2016). Portfolios as a means of developing and accessing writing skill. En S. Göpferich, & I. Neumann (Eds.), Developing and Assessing Academic and Professional Writing Skills (pp. 143-165). Peter Lang.
Barret, H. C. (2000). Create your own electronic portfolio: Using off-the-shelf software to showcase your own or student work. Learning & Leading with Technology, 27(7), 14-21. https://speakeasydesigns.com/SDSU/student/SAGE/compsprep/Create_your_own_Electronic_Portfolio.pdf
Bintz, W. (2005). From university to classrooms: a preservice’s teachers’ writing portfolio program and its impact on instruction in teaching strategies for writing portfolios in the classroom. Reading Horizons, 45(3), 217-233. https://pdfs.semanticscholar.org/5f66/d015721df1e05319783c57685630ee019a22.pdf?_ga=2.20762744.1798776580.1590593579-104766606.1588888710
Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Education Evaluation, 43, 139-149. https://doi.org/10.1016/j.stueduc.2014.03.002
Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354
Chekwa, E., McFadden, M., Divine, A., & Dorius, T. (2014). Metacognition: Transforming learning experience. Journal of Learning in Higher Education, 10(1), 71-74. https://files.eric.ed.gov/fulltext/EJ1141767.pdf
Crusan, D., & Matsuda, P. K. (2018). Classroom writing assessment. En J. L. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1-7). Wiley. https://doi.org/10.1002/9781118784235.eelt0541
Farahian, M., & Avarzamani, F. (2018). The impact of portfolio on EFL learners’ metacognition and writing performance. Cogent Education, 5(1), 1450918. https://doi.org/10.1080/2331186X.2018.1450918
Farahian, M., Avarzamani, F., & Rajabi, Y. (2021). Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing? Thinking Skills and Creativity, 39, 100759. https://doi.org/10.1016/j.tsc.2020.100759
Fernsten, L. A., & Reda, M. (2011). Helping students meet the challenges of academic writing. Teaching in Higher Education, 16(2), 171-182. https://doi.org/10.1080/13562517.2010.507306
Ferris, D., & Hedgcock, J. (2005). Teaching ESL composition: Purpose, process and practice (2.ª ed.). Lawrence Erlbaum.
Ghoorchaei, B., & Tavakoli, M. (2020). Students’ Perceptions about Writing Portfolios: A Case of Iranian EFL Students. Research in English Language Pedagogy, 8(1), 21-42. https://doi.org/10.30486/relp.2019.669076
Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory, and research. Hampton Press.
Hernández, R., Fernández, C., & Baptista, P. (2003). Metodología de la Investigación (3.ª ed.). McGraw-Hill Interamericana.
Jahangir, A., & Tahmina, A. (2019). Assessment Challenges & Impact of Formative Portfolio Assessment (FPA) on EFL Learners’ Writing Performance: A Case Study on the Preparatory English Language Course. English Language Teaching, 12(7), 161-172. https://doi.org/10.5539/elt.v12n7p161
Kremzer, V. (2021). Academic reflective writing or anecdotal storytelling: a study on pre-service EFL teaching portfolios. European Journal of Teacher Education, 44(1), 1-26. https://doi.org/10.1080/02619768.2021.1961735
Lam, R. (2013). Two portfolio systems: EFL students’ perceptions of writing ability, text improvement, and feedback. Assessing Writing, 18(2), 132-153. https://doi.org/10.1016/j.asw.2012.10.003
Lam, R. (2014). Promoting self-regulated learning through portfolio assessment: Testimony and recommendations. Assessment & Evaluation in Higher Education, 39(6), 699-714. https://doi.org/10.1080/02602938.2013.862211
Lam, R. (2018). Portfolio assessment for the teaching and learning of writing. Springer. https://doi.org/10.1007/978-981-13-1174-1
Lam, R. (2020). Writing Portfolio assessment in practice: individual, institutional and system issues. Pedagogies: An International Journal, 15(3), 169-182. https://doi.org/10.1080/1554480X.2019.1696197
Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Springer. https://doi.org/10.1007/978-981-10-3924-9
Romova, Z., & Andrew, M. (2011). Teaching and assessing academic writing via the portfolio: Benefits for learners of English as an additional language. Assessing Writing, 16(2), 111-122. https://doi.org/10.1016/j.asw.2011.02.005
Saavedra, P., & Campos, M. (2019). Chilean Pre-Service Teachers’ Perceptions Towards Benefits and Challenges of EFL Writing Portfolios. Profile, Issues in Teachers’ professional development, 21(2), 79-96. https://doi.org/10.15446/profile.v21n2.73116
Saavedra, P., & Campos, M. (2020). Developing Writing and Reflective Skills of First Year Student-teachers in Chile. En D. L. Banegas (Ed.), Content Knowledge in English Language Teacher Education: International Insights (pp. 169-183). Bloomsbury.
Segers, M., Gijbels, D., & Thurlings, M. (2008). The relationship between student's perceptions of portfolio assessment practice and their approaches to learning. Educational Studies, 34(1), 35-44. https://doi.org/10.1080/03055690701785269
Seow, A. (2002). The Writing Process and Process Writing. En J. C. Richards, & W. A. Renandya (Eds.), Methodology in Language Teaching (pp. 315-327). Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.044
Song, B., & August, B. (2002). Using portfolios to assess the writing of ESL students: A powerful alternative? Journal of Second Language Writing, 11(1), 49-72. https://doi.org/10.1016/S1060-3743(02)00053-X.
Soruc, A. (2011). Teachers and Students’ Perceptions regarding Portfolio Assessment in an EFL context: A Cops and Robbers’ Chase. Selcuk University Social Sciences Institute Journal, 25, 227-236.
Tayyebi, M., Abbassabadi, M., & Abbassian, G. (2022). Examining classroom writing assessment literacy: a focus on in-service EFL teachers in Iran. Language Testing in Asia, 12(12), 2-20. https://doi.org/10.1186/s40468-022-00161-w
Tyas, P. (2020). Promoting Students’ Autonomous Learning Using Portfolio Assessment in EFL Writing Class. JEES (Journal of English Educators Society), 5(1), 75-81. https://doi.org/10.21070/jees.v5i1.379
Wang, L., & He, C. (2020). Review of Research on Portfolios in ESL/EFL Context. English Language Teaching, 13(12), 76-82. https://doi.org/10.5539/elt.v13n12p76
