LEAFID: programa piloto de escritura académica en Formación Inicial Docente en una universidad chilena

The purpose of this article is to present a pilot program of academic literacy in initial teacher training that allows the gradual development of academic writing in first year students of three pedagogical careers. For this purpose, the academic essay genre has been defined as a transversal evaluation device of certain subjects in the semester, allowing the accreditation of the mastery of specialized knowledge and the development of academic writing communicative skills. The scaffolding formative model of the program is based on the writing approach through the curriculum and pedagogy of the genre since it enables a graded learning process under the guidance and feedback of both professors and expert peer tutors. Among the main results we can highlight that students increase their writing performance between the draft and the final text, since the average score of the former is 2.21 and the average score of the final texts, after the program intervention is 3.07. In the same way, students value the program positively since they see it as an opportunity to improve their writing and have deeper disciplinary learning. On the other hand, teachers have a rather negative perception, since it has meant a greater wear and tear, since they have had to make a greater investment of time dedicated to feedback compatible with the usual development of the subject. However, they recognize the importance of this program to improve the writing skills of their students. Este artículo tiene como objetivo presentar un programa piloto de alfabetización académica en formación inicial docente que permita desarrollar gradualmente la escritura académica en estudiantes de primer año de tres carreras de Pedagogía. Para ello, el género ensayo académico se constituye como un dispositivo de evaluación transversal de determinadas asignaturas en el semestre, lo cual permite acreditar el dominio de conocimientos especializados y desarrollar habilidades comunicativas de escritura académica. El modelo formativo de andamiaje del programa se sustenta desde el enfoque de escritura a través del currículum y la pedagogía del género, pues posibilitan un proceso de aprendizaje graduado y bajo el acompañamiento y la retroalimentación, tanto de los profesores como de tutores pares expertos. Entre los principales resultados podemos destacar que los estudiantes incrementan su desempeño escrito entre el borrador y el texto final, pues la puntuación media de los primeros es de 2,21 y la media de los te