Preconceptions and education of the reading and writing in the initial training of the students of Magisterio
Identificadores
URI: http://hdl.handle.net/10481/60407Metadatos
Mostrar el registro completo del ítemEditorial
Universidad de Granada
Materia
Didactic of the Reading Didactic of the writing Knowledges of the students on reading and writing Teach to read Teach to write
Fecha
2018Referencia bibliográfica
Díez, A., Güemes, L., Molina, M. (2018). Preconceptions and education of the reading and writing in the initial training of the students of Magisterio. Investigaciones Sobre Lectura, 9, 105-120. [http://hdl.handle.net/10481/60407]
Resumen
One of the fundamentals of teaching is to know what knowledge or beliefs operate the
strategies you want to teach. Therefore, the ability to implement adequate activities for
the effective teaching of reading-writing skills is presented as one of the most relevant
aspects of initial teacher education. The new perspectives contributed by the critics
during the last years push us to propose didactic behavior guidelines of a clearly
renovating character in what refers to the theoretical consideration and to the strategies
of didactic action related to the learning of reading and writing. Knowing the
preconceptions on which the new didactic performance models are to operate is a
particularly useful requirement when planning the training of new teachers. To this
purpose, a group of 345 third-year students of Magisterio in the specialty of Primary
Education has been selected, to whom they have passed a questionnaire with a Likert
scale of 4 points of response (totally agree, agree, disagree, totally disagree) about
different areas related to the teaching and development of reading and writing skills that
will allow us to know those beliefs or preconceptions that constitute the operational
magma on which it would be necessary to determine which aspects should be redirected
or completed for the adequate didactic training of the future teachers.