El portafolio de escritura como estrategia pedagógica de apoyo a la reflexión del aprendizaje: perspectiva de profesores y estudiantes de Pedagogía en Inglés
DOI:
https://doi.org/10.4151/07189729-Vol.63-Iss.2-Art.1445Keywords:
Enseñanza de lenguas escritura estrategia de aprendizaje proceso cognitivo valoración.Abstract
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.
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Published
2024-07-28
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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), 32–56. https://doi.org/10.4151/07189729-Vol.63-Iss.2-Art.1445
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Copyright (c) 2024 Pamela Saavedra Jeldres, Mónica Campos Espinoza
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