How do Teachers in Training Review their texts?

In this article, is presented an investigation of writing cognitive process in teaching students from Granada University, following Hayes’ model (1996). This is a qualitative investigation, known as a multiple case study. Cognitive interviews are used in order to collect data and content analysis is...

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Hauptverfasser:	García, Antonio, Gallego Ortega, José Luis, Rodríguez Fuentes, Antonio
Format:	info:eu-repo/semantics/article
Sprache:	spa
Veröffentlicht:	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2015
Schlagworte:	Revision written composition college students. Revisión composición escrita estudiantes universitarios.
Online Zugang:	https://redie.uabc.mx/index.php/redie/article/view/492
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id	repositorioinstitucional-20.500.12930-6113
record_format	dspace
spelling	repositorioinstitucional-20.500.12930-61132023-05-09T15:05:16Z How do Teachers in Training Review their texts? ¿Cómo revisan sus textos los futuros docentes en formación? García, Antonio Gallego Ortega, José Luis Rodríguez Fuentes, Antonio Revision written composition college students. Revisión composición escrita estudiantes universitarios. In this article, is presented an investigation of writing cognitive process in teaching students from Granada University, following Hayes’ model (1996). This is a qualitative investigation, known as a multiple case study. Cognitive interviews are used in order to collect data and content analysis is applied to interpret this data. Results reflect that students consider the review process as an activity of their own. They use a formal review instead of a content review, although, they compare their texts with the initial ideas almost instantly. Students recognize the importance of this activity and assume the necessity to apply it, in spite of their executive deficits. En este artículo se presenta una investigación cuyo objetivo ha sido analizar el proceso cognitivo de revisión en la composición escrita de estudiantes universitarios que cursan magisterio en la Universidad de Granada, siguiendo el modelo socio-cognitivo de Hayes (1996). Es una investigación de carácter cualitativo, concebida como un “estudio de caso múltiple”, en el que se utiliza la “entrevista cognitiva” para la obtención de datos y se aplica el “análisis de contenido” para la interpretación de los mismos. Los resultados reflejan que la revisión y modificación de sus textos es una actividad que consideran propia. El tipo de revisión que realizan es de carácter formal, más que de contenido, aunque de manera casi automática comparan su texto creado con el texto pensado inicialmente. Reconocen la importancia de esta actividad y asumen la necesidad de hacerlo, a pesar de sus deficiencias ejecutivas. 2015-04-15 2021-06-03T03:04:40Z 2021-06-03T03:04:40Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/492 https://hdl.handle.net/20.500.12930/6113 spa https://redie.uabc.mx/index.php/redie/article/view/492/1220 https://redie.uabc.mx/index.php/redie/article/view/492/1233 Derechos de autor 2019 Revista Electrónica de Investigación Educativa text/html application/pdf REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 17 No. 2 (2015) Revista Electrónica de Investigación Educativa; Vol. 17 Núm. 2 (2015) 1607-4041
institution	Repositorio Institucional
collection	DSpace
language	spa
topic	Revision written composition college students. Revisión composición escrita estudiantes universitarios.
spellingShingle	Revision written composition college students. Revisión composición escrita estudiantes universitarios. García, Antonio Gallego Ortega, José Luis Rodríguez Fuentes, Antonio How do Teachers in Training Review their texts?
description	In this article, is presented an investigation of writing cognitive process in teaching students from Granada University, following Hayes’ model (1996). This is a qualitative investigation, known as a multiple case study. Cognitive interviews are used in order to collect data and content analysis is applied to interpret this data. Results reflect that students consider the review process as an activity of their own. They use a formal review instead of a content review, although, they compare their texts with the initial ideas almost instantly. Students recognize the importance of this activity and assume the necessity to apply it, in spite of their executive deficits.
format	info:eu-repo/semantics/article
author	García, Antonio Gallego Ortega, José Luis Rodríguez Fuentes, Antonio
author_facet	García, Antonio Gallego Ortega, José Luis Rodríguez Fuentes, Antonio
author_sort	García, Antonio
title	How do Teachers in Training Review their texts?
title_short	How do Teachers in Training Review their texts?
title_full	How do Teachers in Training Review their texts?
title_fullStr	How do Teachers in Training Review their texts?
title_full_unstemmed	How do Teachers in Training Review their texts?
title_sort	how do teachers in training review their texts?
publisher	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate	2015
url	https://redie.uabc.mx/index.php/redie/article/view/492
_version_	1792610323400753152

How do Teachers in Training Review their texts?

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