Enseñanza de escritura en educación básica : análisis de prácticas didácticas y barreras percibidas por profesores de cuarto, quinto y sexto básico
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Date
2020
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Universidad Andrés Bello
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Abstract
El presente estudio tiene por objetivo conocer las prácticas didácticas de los docentes de cuarto a sexto año de enseñanza básica en Chile en la enseñanza de la escritura. Además, se ha indagado sobre sus percepciones con respecto a las barreras externas e internas que ellos identifican para el desarrollo de una efectiva práctica educativa en esta materia. Se han examinado los datos obtenidos en dos respuestas abiertas del cuestionario CEEEB sobre enseñanza de escritura en la enseñanza básica. En la muestra participaron 254 educadores. Los datos obtenidos fueron analizados desde una perspectiva de análisis temático y arrojaron diversidad de prácticas y barreras que fueron agrupadas en cuatro y dos categorías respectivamente para su posterior análisis y contrastación con la literatura revisada.
The present study aims to understand the teaching practices of teachers from fourth to sixth grade of primary schools in Chile in the teaching of writing. In addition, we have investigated their perceptions regarding the external and internal barriers that they identify for the development of effective educational practice in this area. We examined data obtained from two open responses to the CEEEB questionnaire on the teaching of writing in primary education. The sample included 254 educators. The data obtained were analyzed from a thematic analysis perspective and yielded a diversity of practices and barriers that were grouped into four and two categories respectively for subsequent analysis and comparison with the literature reviewed.
The present study aims to understand the teaching practices of teachers from fourth to sixth grade of primary schools in Chile in the teaching of writing. In addition, we have investigated their perceptions regarding the external and internal barriers that they identify for the development of effective educational practice in this area. We examined data obtained from two open responses to the CEEEB questionnaire on the teaching of writing in primary education. The sample included 254 educators. The data obtained were analyzed from a thematic analysis perspective and yielded a diversity of practices and barriers that were grouped into four and two categories respectively for subsequent analysis and comparison with the literature reviewed.
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Tesis (Magíster en Comprensión Lectora y Producción de Textos)
Keywords
Enseñanza de la escritura, Prácticas didácticas, Enseñanza Básica, Profesores (Actitudes), Pensamiento Divergente, Aptitud creadora, Chile