Análisis de la práctica instruccional del docente en la enseñanza de la escritura

Resumen

Several meta-analysis have shown effective instructional practices for improving written competence. However, students show a low level achievement in this ability. Therefore, it is neccesary to ask whether teachers apply scientific knowledge to their educational practice. This paper presents a review of the state of the matter in the field of teachers` instructional practice in writing, in different educational stages. For this, we analyzed 8 empirical studies focused on the frequency with which teachers apply instructional practices for the teaching of writing derived from meta-analysis or reviews. The results show that teachers use evidence-based instructional practices and they dedicate a limited amount of time to the writing instruction. Moreover, the instruction in transcription skills is more frequent than in writing processes. Therefore, there is a need to provide teachers professional development courses.