Written text correction during fully-online Language Art teacher formation as a didactic experience for teacher training

Abstract

Written text correction experience by students in the e-learning complementation cycle of the UNRN Language Arts teachers´ training described here took place between 2014 and 2016. It involved the implementation and conscious revision of the teacher´s task of correcting with a didactic intent. By means of keys to correction codes to promote re-writing, the feedback provided to students became an instance of interaction about the objects taught (texts, language, reading, writing) during teacher formation which also define the learning objects of their profession. Permanent consulting forums were available for the recipients of corrections to discuss the language in texts from their own writing. The interest of this proposal lies in its potential to correct texts in teacher-student interactions supported via e-learning, in the context of technological convergence.