Cambios en la escritura de los estudiantes de un Grado de Maestro tras su participación en proyectos de innovación docente centrados en la didáctica de los géneros

Abstract

The study analyzes the effect of knowledge and implementation of the scaffolding model for writing, Reading to Learn (Rose and Martin, 2012), influenced by systemic-functional linguistics and genre pedagogy on the written tasks of pre-service teachers in the Degree in Primary Education. In the study, implemented over two academic years, a writing intervention was designed involving 50 students. Participants wrote 2 narrative texts and 2 factual texts, before and after the training in the model. The corpus was analyzed from a systemic-functional perspective (Halliday, 2004) i) looking for features of field, tenor and mode, and ii) using a scale of indicators with a maximum score of 32 points for each text. After applying the Wilcoxon test differences in the narrative genres in all the variables analyzed were observed, although this was not the case in the factual genres.