Written production of the academic report in pedagogy students: a methodological intervention

Abstract

The article presents the results of an investigation whose general objective was to determine the effect of the application of a pedagogical intervention in the classroom that considers the writing process approach and project-based learning (PBL), in the level of mastery of the production of an academic report by 36 Pedagogy students in Spanish from a regional state university. The research approach is quantitative and with a quasi-experimental design. The experience showed that the students conveniently comply with the formal presentation of the writing, although the challenge is to continue advancing in the processing of the information.