Creencias sobre la escritura y su enseñanza en maestros peruanos de educación primaria
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2017-02-14
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Pontificia Universidad Católica del Perú
Abstract
Pese a que el estudio de las creencias de los docentes se ha incrementado
en los últimos años, aún es poco lo que se sabe a nivel internacional sobre
las creencias de los maestros vinculadas con la escritura y su enseñanza.
Por un lado, para fines de esta investigación, se distinguen dos maneras
distintas sobre cómo las personas pueden entender la escritura: escritura
como proceso y escritura como producto. De otro lado, se distinguen dos
orientaciones relacionadas con la enseñanza de la escritura: enfoque
comunicativo y enfoque normativo. En este contexto, este estudio tuvo como
propósitos indagar qué características docentes se asocian con las
creencias de los maestros sobre la enseñanza de la escritura; y describir
cómo se relacionan las creencias sobre la escritura de los maestros con sus
creencias la enseñanza de la escritura. Para el análisis, se consideraron
las respuestas de 3629 maestros de primaria de todas las regiones de Perú,
quienes respondieron diversos cuestionarios en la aplicación de Evaluación
Muestral 2013. Como parte de los hallazgos, se encontró que las
características socio-demográficas no se relacionan (edad, experiencia
laboral, formación docente) o se relacionan muy poco (sexo) con el enfoque
de enseñanza de los maestros. Asimismo, se encontró que en los maestros
coexisten dos enfoques de enseñanza teóricamente incompatibles: el enfoque
comunicativo y el enfoque normativo. Además, mediante ecuaciones
estructurales, se encontró que las creencias sobre la escritura son buenos
predictores del enfoque de enseñanza de los maestros. Estos hallazgos
tienen implicancias para la formación docente.
Although the study of teachers’ beliefs has increased in recent years, little is still known on an international level about teachers’ beliefs in relation with writing and the teaching of writing. On the one hand, for the purposes of this research, two different ways in which persons can understand writing are distinguished: writing as process and writing as product. On the other hand, two different approaches related with the teaching of writing are distinguished: communicative approach and normative approach. In this context, this study was intended to find out what teaching characteristics are associated with the teachers’ beliefs about the teaching of writing, and to describe how teachers’ beliefs about writing are related with their beliefs about the teaching of writing. For the analysis, responses by 3629 primary teachers from all regions of Peru, who replied to several questionnaires during application of the Sample Survey 2013, were considered. As part of the findings, it was found that socio-demographic characteristics are not related (age, work experience, teacher training) or are little related (sex) with the teachers’ teaching approach. It was also found that in teachers two theoretically incompatible teaching approaches coexist: the communicative approach and the normative approach. Also, through structural equations, it was found that beliefs about writing are good predictors of the teachers’ teaching approach. These findings have implications for teacher training.
Although the study of teachers’ beliefs has increased in recent years, little is still known on an international level about teachers’ beliefs in relation with writing and the teaching of writing. On the one hand, for the purposes of this research, two different ways in which persons can understand writing are distinguished: writing as process and writing as product. On the other hand, two different approaches related with the teaching of writing are distinguished: communicative approach and normative approach. In this context, this study was intended to find out what teaching characteristics are associated with the teachers’ beliefs about the teaching of writing, and to describe how teachers’ beliefs about writing are related with their beliefs about the teaching of writing. For the analysis, responses by 3629 primary teachers from all regions of Peru, who replied to several questionnaires during application of the Sample Survey 2013, were considered. As part of the findings, it was found that socio-demographic characteristics are not related (age, work experience, teacher training) or are little related (sex) with the teachers’ teaching approach. It was also found that in teachers two theoretically incompatible teaching approaches coexist: the communicative approach and the normative approach. Also, through structural equations, it was found that beliefs about writing are good predictors of the teachers’ teaching approach. These findings have implications for teacher training.
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Escritura--Estudio y enseñanza (Primaria), Personal docente--Perú--Investigaciones
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