Teorías personales de docentes de lengua sobre la enseñanza de la escritura en sistema de educación pública chilena

AUTOR(ES)

Pérez, Roxanna Carolina Correa, Ladino, Mónica Tapia, Martinez, Angie Neira, Navarrete, Mabel Ortiz

FONTE

Trab. linguist. apl.

DATA DE PUBLICAÇÃO

2013-06

RESUMO

It is well known that the teachers' ideas about any area related to language teaching and learning processes impact on their pedagogical practice. There are not many studies, however, that explain language teachers' personal theories about linguistics abilities. The aim of this article is to present the personal theories about writing of 6 English teachers and 6 Spanish teachers, who work in public schools in two regions of Chile. In order to find out the personal theories, we interviewed the teachers to deal with different aspects of the process of teaching writing. The methodology was qualitative and the data analysis was carried out with the support of NVivo software. The results indicate that the teachers assign great importance to the development of writing, carry out sequenced activities, support the process with model texts, foster individual work and promote the writing of brief texts.

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