Initial Frameworks of Reading and Writing in the “Practice I” Course of Teacher Training
Teacher training is a challenge for both educators and students. Beyond specific disciplines and the need to establish dialogues among the different fields of knowledge, literacy processes (reading, writing, comprehension, and orality) become fundamental communicative skills and competencies that re...
Guardado en:
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé"
2025
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| Materias: | |
| Acceso en línea: | https://revistas.unne.edu.ar/index.php/clt/article/view/9037 |
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I48-R154-article-9037 |
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Universidad Nacional del Nordeste |
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Revistas UNNE - Universidad Nacional del Noroeste (UNNE) |
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Español |
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Artículo revista |
| topic |
reading writing teaching practice device reflection lectura escritura práctica docente dispositivo reflexión |
| spellingShingle |
reading writing teaching practice device reflection lectura escritura práctica docente dispositivo reflexión Ramírez, Ramón Initial Frameworks of Reading and Writing in the “Practice I” Course of Teacher Training |
| topic_facet |
reading writing teaching practice device reflection lectura escritura práctica docente dispositivo reflexión |
| author |
Ramírez, Ramón |
| author_facet |
Ramírez, Ramón |
| author_sort |
Ramírez, Ramón |
| title |
Initial Frameworks of Reading and Writing in the “Practice I” Course of Teacher Training |
| title_short |
Initial Frameworks of Reading and Writing in the “Practice I” Course of Teacher Training |
| title_full |
Initial Frameworks of Reading and Writing in the “Practice I” Course of Teacher Training |
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Initial Frameworks of Reading and Writing in the “Practice I” Course of Teacher Training |
| title_full_unstemmed |
Initial Frameworks of Reading and Writing in the “Practice I” Course of Teacher Training |
| title_sort |
initial frameworks of reading and writing in the “practice i” course of teacher training |
| description |
Teacher training is a challenge for both educators and students. Beyond specific disciplines and the need to establish dialogues among the different fields of knowledge, literacy processes (reading, writing, comprehension, and orality) become fundamental communicative skills and competencies that require a dedicated space for their exercise and to strengthen reflective practices. In the curriculum area of Teaching Practice I, a pedagogical device, designed as Integrated Practical Work (TPI, for its Spanish acronym), was developed and implemented. This TPI enabled students to challenge concepts, engage in dialogue with authors, and generate questions. Furthermore, it promoted the appreciation of significant dynamics such as: reflection on their own process of comprehension and learning; the richness of peer co-evaluation; the progressive systematisation of the experience (identifying progress and difficulties); the exercise of pedagogical listening, the circulation of the word, and the analytical re-reading of the bibliography.Teacher training is a challenge for both educators and students. Beyond specific disciplines and the need to establish dialogues among the different fields of knowledge, literacy processes (reading, writing, comprehension, and orality) become fundamental communicative skills and competencies that require a dedicated space for their exercise and to strengthen reflective practices. In the curriculum area of Teaching Practice I, a pedagogical device, designed as Integrated Practical Work (TPI, for its Spanish acronym), was developed and implemented. This TPI enabled students to challenge concepts, engage in dialogue with authors, and generate questions. Furthermore, it promoted the appreciation of significant dynamics such as: reflection on their own process of comprehension and learning; the richness of peer co-evaluation; the progressive systematisation of the experience (identifying progress and difficulties); the exercise of pedagogical listening, the circulation of the word, and the analytical re-reading of the bibliography. |
| publisher |
Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé" |
| publishDate |
2025 |
| url |
https://revistas.unne.edu.ar/index.php/clt/article/view/9037 |
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I48-R154-article-90372025-12-24T00:28:18Z Initial Frameworks of Reading and Writing in the “Practice I” Course of Teacher Training Entramados iniciales de la lectura y la escritura en la cátedra Práctica I de la formación docente Ramírez, Ramón reading writing teaching practice device reflection lectura escritura práctica docente dispositivo reflexión Teacher training is a challenge for both educators and students. Beyond specific disciplines and the need to establish dialogues among the different fields of knowledge, literacy processes (reading, writing, comprehension, and orality) become fundamental communicative skills and competencies that require a dedicated space for their exercise and to strengthen reflective practices. In the curriculum area of Teaching Practice I, a pedagogical device, designed as Integrated Practical Work (TPI, for its Spanish acronym), was developed and implemented. This TPI enabled students to challenge concepts, engage in dialogue with authors, and generate questions. Furthermore, it promoted the appreciation of significant dynamics such as: reflection on their own process of comprehension and learning; the richness of peer co-evaluation; the progressive systematisation of the experience (identifying progress and difficulties); the exercise of pedagogical listening, the circulation of the word, and the analytical re-reading of the bibliography.Teacher training is a challenge for both educators and students. Beyond specific disciplines and the need to establish dialogues among the different fields of knowledge, literacy processes (reading, writing, comprehension, and orality) become fundamental communicative skills and competencies that require a dedicated space for their exercise and to strengthen reflective practices. In the curriculum area of Teaching Practice I, a pedagogical device, designed as Integrated Practical Work (TPI, for its Spanish acronym), was developed and implemented. This TPI enabled students to challenge concepts, engage in dialogue with authors, and generate questions. Furthermore, it promoted the appreciation of significant dynamics such as: reflection on their own process of comprehension and learning; the richness of peer co-evaluation; the progressive systematisation of the experience (identifying progress and difficulties); the exercise of pedagogical listening, the circulation of the word, and the analytical re-reading of the bibliography. La formación docente es un desafío para educadores y estudiantes. Más allá de las disciplinas específicas y la necesidad de establecer diálogos entre los diferentes campos del conocimiento, los procesos de alfabetización (lectura, escritura, comprensión y oralidad) se convierten en habilidades y competencias comunicativas fundamentales que requieren de un espacio dedicado para su ejercitación y para fortalecer prácticas reflexivas. En el espacio curricular de Práctica I, se diseñó e implementó un dispositivo pedagógico en clave de Trabajo Práctico Integrador (TPI). Este TPI permitió a los estudiantes tensionar conceptos, aproximarse al diálogo con autores y generar preguntas. Además, promovió la puesta en valor de dinámicas significativas como: la reflexión sobre el propio proceso de comprensión y aprendizaje; la coevaluación entre pares; la sistematización progresiva de la experiencia (identificando los avances y las dificultades); la ejercitación de la escucha pedagógica, la circulación de la palabra y la relectura analítica de la bibliografía. Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé" 2025-12-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml application/zip https://revistas.unne.edu.ar/index.php/clt/article/view/9037 10.30972/clt.289037 Cuadernos de Literatura; No. 28 (2025): Diciembre; 1-11 Cuadernos de Literatura; Núm. 28 (2025): Diciembre; 1-11 Cuadernos de Literatura; n. 28 (2025): Diciembre; 1-11 2684-0499 0326-5102 spa https://revistas.unne.edu.ar/index.php/clt/article/view/9037/8737 https://revistas.unne.edu.ar/index.php/clt/article/view/9037/8738 https://revistas.unne.edu.ar/index.php/clt/article/view/9037/8739 Derechos de autor 2025 Cuadernos de Literatura |