PRÁCTICAS COLABORATIVAS Y DESARROLLO DE HABILIDADES ESCRITAS: UN ANÁLISIS CUALITATIVO CON PROFESORES EN FORMACIÓN

Abstract

In the teaching profession, collaboration between educators is one of the essential tools for achieving academic objectives in the classroom and for carrying out, with other colleagues, projects that strengthen competence and promote the development of skills. Therefore, it becomes a challenge to strengthen this type of strategy in teacher training, especially to enhance fundamental communication skills, such as oral and written skills. Indeed, collaborative practices are presented as a factor that promotes a comprehensive approach in the training itinerary of future teachers. The purpose of the study was to analyze the perceptions of language teachers in training about the incorporation of collaborative practices in the development of a writing project. The participants were 40 future educators from a Chilean university, selected through intentional non-probabilistic sampling. The research adopted a qualitative design of a descriptive nature and a case study with an interpretive approach. Data were obtained through two procedures: observation of collaborative practices incorporated in the development of a writing project systematized in a formative assessment guideline and in the application of a questionnaire with open questions. Through a content analysis, it was possible to identify three categories: 1. Main writing skills enhanced by collaborative practices. 2. Effectiveness of collaborative practices for decision-making in the development of writing projects. 3. Opportunities that this type of practice provides for the improvement of teaching strategies. The findings suggest that collaborative practices have a positive impact on the development of key writing skills, such as the organization of ideas, the structuring of coherent discourses, the effective expression of ideas and the making of consensual decisions.