TY - JOUR AU - Sanabria Mariño, Miguel Ángel PY - 2015/12/17 Y2 - 2024/03/28 TI - Student-Teachers as Editors and Writers: a Pedagogical Design to Examine Peer Edition Through Formative Assessment JF - Enletawa Journal JA - ENLE.JOU VL - 8 IS - 1 SE - DO - 10.19053/2011835X.4090 UR - https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/4090 SP - AB - <p>The present pedagogical proposal describes an initial implementation of a peer-edition<br />process as a formative assessment strategy conducted with a group of nine firstsemester<br />Teacher Education Program students in a public school in Guadalupe Santander. On the whole, the study sought to identify and characterize how peer-editing could enhance students’ writing abilities. The<br />pedagogical design aimed at developing students’ awareness in relation to their role<br />as student editors and student writers and promoting autonomy in the process of learners’ composition exercise to encourage collaboration and cognitive development in the composition process evolution. The<br />piloting of a peer-editing cycle based on process writing and peer-editing principles was proposed, implemented and finally evaluated. Insights from the process were gathered and considered to refine and polish forthcoming cycles.</p> ER -