Bibliographic citations
Hidalgo, F., (2024). Concepciones de docentes de primer grado de primaria sobre la enseñanza y el aprendizaje de la escritura [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/27477
Hidalgo, F., Concepciones de docentes de primer grado de primaria sobre la enseñanza y el aprendizaje de la escritura []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/27477
@mastersthesis{sunedu/3631127,
title = "Concepciones de docentes de primer grado de primaria sobre la enseñanza y el aprendizaje de la escritura",
author = "Hidalgo Ormeño, Fiorella Marycell",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
The study explored the conceptions of teaching and learning writing among first-grade teachers in primary education in metropolitan Lima. Ten teachers from private schools participated, and data was collected through semi-structured in-depth interviews. Five conceptions of teaching and four conceptions of learning were identified, which are formed within a system that includes actions, intentions, and beliefs. It was found that teachers often hold multiple conceptions simultaneously, but a dominant one typically guides their practice. The normative and communicative approach to writing were found to be present across the majority of conceptions, yet they were insufficient to predict teachers' actions in the classroom. The non-evaluative nature of conceptions is emphasized, highlighting the complexity of proposing a change in the belief system of primary education teachers, which has implications for evaluation and teacher training processes. Writing is a key skill in primary education, and this research contributes to understanding teachers' conceptions and beliefs regarding their teaching and learning practices.
This item is licensed under a Creative Commons License