La superficie de la escritura. La ortografía como contenido y como competencia en la formación docente

Zusammenfassung

Orthography is the set of writing rules of a language. Its mastery is basic to achieve an adequate competence in written communication to respond to social and labor demands. Many studies have measured communicative deficiencies of students, including those enrolled in higher education, pointing out orthographic deficiencies. The aim of this research is, on the one hand, to explore the perception of the level of spelling competence and the attention it is given in university classrooms according to faculty and students; and, on the other hand, to design an innovative model to teach and learn spelling in higher education and to measure the impact of its implementation with future teachers of pre-school, primary and secondary education. For this purpose, quantitative and qualitative methods have been combined; the qualitative methods mainly concern the design of a collaborative spelling workshop, and the quantitative methods concern the study of its implementation during three consecutive courses (ACRO_EST questionnaire and PRE-POST study). Quantitative methodology was also used for the data collection necessary to achieve the first objective: the symmetrical questionnaires AOU_EST and AOU_PRO were designed for students and professors at Spanish universities. For the three questionnaires mentioned, content validity was determined with the collaboration of 16 evaluators in the inter-rater phase (CVI=0.89) and statistical validation was performed after the piloting phase, with very good reliability: α=.953 for AOU_ EST, α=.969 for AOU_PRO α=.968 for ACRO_EST. A sample of 3832 responses (2301, 1085 and 446, respectively) was collected and subjected to non-parametric inferential analysis, among other statistical tests. The results of the research show that university students have a more benevolent self-image of spelling than what is attributed to them by the faculty. Students also consider that academic writing, and spelling in particular, are addressed less frequently at the university than the sample of professors, who, paradoxically, mention that they deduct less than what the students as a whole perceive for spelling mistakes in exams and papers. After analyzing AOU_PRO and AOU_EST, one of the conclusions points to the need to innovate in the teaching and learning of spelling in higher education. Consequently, the didactic proposal is a cooperative spelling-rules-learning workshop (ACRO, in Spanish) that combines work in base groups and expert committees and includes the use of virtual tools and learning-oriented assessment. Analyzing the results of the implementation in terms of performance improvement (PRE-POST) and assessment of the process (ACRO_EST), it is concluded that the individual study section requires reinforcement and that the proposal is more appropriate for teaching degrees than for master's degree in secondary education, albeit considering that both cohorts display improvement in their skills (especially spelling and group work), as well as greater interest and motivation for spelling thanks to the methodology used