Resumen

GIRALDO GAVIRIA, David Mauricio  y  CARO LOPERA, Miguel Ángel. The evaluation-revision in writing practices for teacher training in superior normal schools. Prax. Saber [online]. 2022, vol.13, n.34, pp.58-71.  Epub 10-Mar-2023. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v13.n34.2022.13257.

This article presents some theoretical approaches to the phenomenon of evaluation-revision as part of the writing practices in the teacher training processes led by the superior normal schools of Colombia. In the framework of a doctoral thesis, this study takes a critical-social perspective, from a research-action-participation design, carried out with trainee teachers who participate in the Complementary Training Program of a public educational institution. The results of this work fit into three categories of analysis: (1) academic literacy and writing practices as signs of relevance in teacher training; (2) writing practices and social representations on the evaluation of academic texts; and (3) academic literacy, writing practices, and textual revision: a path for formative evaluation. In conclusion, we consider that academic literacy and academic writing processes are relevant when it is understood that writing is a process based on evaluation-revision actions that contribute to textual qualification.

Palabras clave : writing; teacher school; evaluation; teacher training.

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