Didactic orientation of metawriting for training of education professionals

Abstract

The study focused on systematizing the theoretical and methodological foundations on the didactic orientation of metawriting in the training of future Education professionals. It is assigned to a descriptive study of theoretical systematization of recent academic literature on systematizing the theoretical and methodological foundations on the didactic orientation of metawriting in the training of future Education professionals. The theoretical systematization and bibliographic analysis focused on the main articles related to the specified descriptors and inclusion criteria until the establishment of the sample of 17 articles. Studies show that instruction in strategies for planning, monitoring, and reviewing the metawriting process allows university students to acquire metacognitive tools that make it easier for them to control and improve their own written composition and be better prepared to teach and promote these strategies in their classrooms. future classrooms, contributing to the development of the compositional competence of their students. The implementation of this didactic-guidance approach in the written composition programs of future education professionals allows students to acquire metacognitive and self-regulation strategies that facilitate the control and monitoring of the different stages of the written composition process, such as planning, textualization and review of academic and professional works.