Improvement of dominican teachers for the development of written production

Abstract

The article addresses teacher development for for the development of written production in the Dominican educational context. Its objective is to characterize the teacher development  to written production of secondary school students in the context of the Dominican Republic. To carry it out, theoretical methods such as historical-logical, analytical-synthetic, inductive-deductive and the systems approach were used, directed toward the production of texts as a process and its development in the dominical context.   The discussion and the development of the process in dominican students, of whom it in noted that, despite their importance for efective communication, cultural identity and sustainable show significant deficiencies in this skill. These stem from an overloaded curriculum, outdated teaching approaches, excessive focus on grammar over creative writing, and a disconnect from adolescents’ real needs. Writing is often reduced to mere reproduction, ignoring its cognitive and social dimensions.