Prácticas de retroalimentación en la producción de textos escritos en 5to de primaria en una Escuela Pública de Lima
Date
2022-11-16
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Pontificia Universidad Católica del Perú
Abstract
Desde el enfoque comunicativo textual, se reafirma la necesidad de formar
comunicadores competentes y capaces de construir textos adecuándose a las
necesidades del contexto y respetando las normas gramaticales y ortográficas. Por lo
que, para el logro de este objetivo, se hace necesario que las prácticas de
retroalimentación impacten en el aprendizaje. Entonces, en el presente estudio se
propone describir las prácticas de retroalimentación que brindan las docentes a los
estudiantes de quinto grado de primaria en la construcción de sus textos y; para
responder a las interrogantes, se plantea como objetivos describir los tipos y niveles
de retroalimentación que brindaban las maestras durante el proceso de escritura. Para
la recopilación de información se utiliza la técnica de observación; y se proponen
utilizar como instrumentos la guía de observación y el formulario de registro. Los
resultados del estudio concluyen que las docentes valoran brindar una
retroalimentación a nivel de la tarea y reflexiva durante la fase del monitoreo y
evaluación; por lo que, su práctica se centra en brindar una retroalimentación de tipo
elemental y reflexiva. En ese sentido, la investigación aporta a la reflexión sobre las
prácticas de retroalimentación docente, así como al reconocimiento de la importancia
de favorecer a la formación de una cultura de evaluación en la escuela. Por lo cual, se
sugiere utilizar los aportes de la investigación como referentes para seguir ahondando
en la investigación en torno a la retroalimentación y, para proponer proyectos
educativos que apuestan por fortalecer las prácticas evaluativas.
The Textual Communicative Approach reaffirms the need to educate competent communicators capable of constructing texts adapting to needs of contexts and respecting grammatical and spelling rules. Therefore, it is necessary that teacher’s feedback practices have an impact on learning and self-reflection of students. So, in this study it is proposed to describe the feedback practices that teachers provided to fifth grade students in the construction of their texts and the objectives are to describe the types and levels of response. Furthermore, to collect information, the observation technique is used along with two instruments: the observation guide and the registration form. The results of the study conclude that teachers value providing tasklevel and reflective feedback during the monitoring and evaluation phase; therefore, their practice is focused on providing elemental and reflective feedback. In this sense, the research contributes to the reflection on teacher feedback practices, as well as to the recognition of the importance of favoring the formation of an evaluation culture in the school. For that reason, it is suggested to use the contributions of the research as references to continue delving into the research around feedback and to propose educational projects that are committed to strengthening evaluation practices.
The Textual Communicative Approach reaffirms the need to educate competent communicators capable of constructing texts adapting to needs of contexts and respecting grammatical and spelling rules. Therefore, it is necessary that teacher’s feedback practices have an impact on learning and self-reflection of students. So, in this study it is proposed to describe the feedback practices that teachers provided to fifth grade students in the construction of their texts and the objectives are to describe the types and levels of response. Furthermore, to collect information, the observation technique is used along with two instruments: the observation guide and the registration form. The results of the study conclude that teachers value providing tasklevel and reflective feedback during the monitoring and evaluation phase; therefore, their practice is focused on providing elemental and reflective feedback. In this sense, the research contributes to the reflection on teacher feedback practices, as well as to the recognition of the importance of favoring the formation of an evaluation culture in the school. For that reason, it is suggested to use the contributions of the research as references to continue delving into the research around feedback and to propose educational projects that are committed to strengthening evaluation practices.
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Keywords
Educación primaria--Perú--Lima--Investigaciones, Escritura--Estudio y enseñanza (Primaria), Escritura--Enseñanza para niños
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