First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English

Abstract

During an academic year took place the experience of observing learning strategies through the development of discursive skills for academic writing with two core subjects in the Degree in Primary Education in English (DPEE). A total of N=219 students’ rubrics were analyzed. The methodology was based on two instances: The text-based and documentary data analysis resulted from two factors: (a) implementation of academic writing tasks that regulated the level of student guidance: semi-guided and autonomous in textual, discursive genres: argumentation, critical reflection, and (b) a rubric for students’ self-assessment. Results showed that the sample group lacked meta-cognition and had continuous deficiency in oral expression, consequently their progress fell somewhat short of expectations. However, the study resulted in facilitation of pupils’ discursive oral production in the first and second years for transfer of knowledge to subsequent academic years and in potential changes to the rubric.