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- UAB Microcredential
- Code: 5229/101
- 1st edition
- Modality: Online
- Credits: 2 ECTS
- Start date: 02/02/2026
- Finish date: 27/02/2026
- Places: 20
- Orientation: Professional
- Price: 200 €
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Special price 60 €
Group of application: Amount with the NextGenerationUE Fund discount applied
- Teaching language: Catalan (0%)
- Location: Facultat de Ciències de lEducació (Virtual Campus)
How can we better support teachers in the complex task of teaching writing? What conditions do they need to do so with purpose, rigor, and confidence? Perhaps research has not been close enough to classrooms or to the real needs of teachers. Perhaps, in this field, teachers have been a bit too alone.
In recent years, research on writing instruction has made significant progress. However, this progress has not always been accompanied by effective transfer to educational practice. The result is a certain disconnect between what we know (from research) about how writing is learned and taught, and what actually happens in classrooms. In this context, many teachers continue to assume a huge responsibility alone: to train competent writers in a system that often does not provide them with enough tools, time, or support.
It is therefore necessary to rethink how teachers are supported in this task. One promising approach is the incorporation of collaborative writing models, which place writing in meaningful contexts, connected to data collection, teamwork, and the development of critical thinking. These models allow writing to stop being a solitary and isolated activity and become a social, shared, and functional practice, embedded in real communicative situations and linked to learning.
When teachers actively participate in collaborative writing processes, they not only improve their own writing skills but also experience firsthand a way of teaching writing that they can adapt and transfer to their classrooms. This means writing to learn and learning to write, within a learning community that fosters reflection, dialogue, and the joint construction of knowledge.
This approach includes principles such as explicit teaching of text genres, reflection on the writing process, working with drafts, peer feedback, and metacognitive use of intermediate texts. It also encourages the critical and creative integration of resources such as Artificial Intelligence, exploring its potential as a learning tool rather than as a threat.
Supporting teachers on this path is a collective responsibility. It is not just about offering ready-made solutions, but about building, together, models that dignify the teaching of writing and place it at the heart of the educational experience.
- Metacognitive reflection and writing process
- Didactics of written composition based on data collection
- Critical and creative use of Artificial Intelligence in writing
In recent years, research on writing instruction has made significant progress. However, this progress has not always been accompanied by effective transfer to educational practice. The result is a certain disconnect between what we know (from research) about how writing is learned and taught, and what actually happens in classrooms. In this context, many teachers continue to assume a huge responsibility alone: to train competent writers in a system that often does not provide them with enough tools, time, or support.
It is therefore necessary to rethink how teachers are supported in this task. One promising approach is the incorporation of collaborative writing models, which place writing in meaningful contexts, connected to data collection, teamwork, and the development of critical thinking. These models allow writing to stop being a solitary and isolated activity and become a social, shared, and functional practice, embedded in real communicative situations and linked to learning.
When teachers actively participate in collaborative writing processes, they not only improve their own writing skills but also experience firsthand a way of teaching writing that they can adapt and transfer to their classrooms. This means writing to learn and learning to write, within a learning community that fosters reflection, dialogue, and the joint construction of knowledge.
This approach includes principles such as explicit teaching of text genres, reflection on the writing process, working with drafts, peer feedback, and metacognitive use of intermediate texts. It also encourages the critical and creative integration of resources such as Artificial Intelligence, exploring its potential as a learning tool rather than as a threat.
Supporting teachers on this path is a collective responsibility. It is not just about offering ready-made solutions, but about building, together, models that dignify the teaching of writing and place it at the heart of the educational experience.
Contents
- Collaborative writing as a pedagogical practice- Metacognitive reflection and writing process
- Didactics of written composition based on data collection
- Critical and creative use of Artificial Intelligence in writing
Career opportunities
- Teachers who have completed the course will feel more confident in teaching writing in a more meaningful and situated way.Scholarships and financial aid
Chek all the information on the possibilities for grants and scholarships in the page for UAB financial aids, grants and calls.
Coordinating centres
Escuela de Formación Permanente
Collaborating centres
Departament d'Educació i de Formació Professional de la Generalitat de Catalunya
Contact
Xavier Fontich Vicens
More information
With the funding of