Interaction, writing and metaconscience in teachers’ initial training
DOI:
https://doi.org/10.5433/2237-4876.2006v9n2p151Keywords:
Writing, Interaction, Metaconscience, Teacher education.Abstract
Teachers’ relationship with writing in their initial training are discussed from immediate interventions based on the sociointeracionist perspective of the language. Analyses of text versions show that students undertake constructive interactions when writing their texts which in turn lead them towards metacognitive improvement and, consequently, towards an embodiment of interactional strategies. The development of metaconscience in writing is deduced from the idea that writing is an assignment.
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2006-12-15
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MENEGASSI, Renilson José. Interaction, writing and metaconscience in teachers’ initial training. Signum: Estudos da Linguagem, [S. l.], v. 9, n. 2, p. 151–168, 2006. DOI: 10.5433/2237-4876.2006v9n2p151. Disponível em: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3943. Acesso em: 3 jul. 2024.
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