Las prácticas profesionales como estrategia metacognitiva para el mejoramiento de la escritura

Abstract

In Ecuador, university students in education, even at the end of their studies, often fail to acquire a sufficient level of writing skills. This implies that their teaching practice does not effectively contribute to the development of these skills in their students in elementary and secondary education. The present study analyzes how the use of teaching practices as a metacognitive strategy affected the improvement of writing skills among students in the Pedagogy of Language and Literature program. The methodological approach of this study followed a pre-experimental design with a pretest-posttest applied to a single group. The main finding of this research was the confirmation that, indeed, the application of metacognitive strategies in teaching practices significantly contributes to the improvement of writing skills in university students and fosters a more committed and creative teaching practice.