Cómo define la alfabetización el profesorado de primaria de inglésun estudio empírico

  1. Fernández-Fernández, Raquel 1
  2. Arteaga-Martínez, Blanca 2
  3. Florian, Nathan 3
  1. 1 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  3. 3 Centro Universitario Cardenal Cisneros
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Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2022

Número: 38

Tipo: Artículo

DOI: 10.30827/PORTALIN.VI38.21068 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

El desarrollo de la alfabetización es central en la manera en la que interactuamos con el mundo. Sin embargo, este concepto cambia con el tiempo, adaptándose a las diferentes circunstancias y necesidades. En este estudio, se pide a un grupo de docentes de inglés (n=104) que definan qué es alfabetización. Sus definiciones son analizadas para determinar su grado de corrección en comparación a las que se presentan en la literatura especializada en el área. Los resultados indican que las nociones que muestran los participantes contienen rasgos tradicionales y, por tanto, subrayan la importancia de incluir la conceptualización de la alfabetización como un componente fundamental en los programas de formación permanente de profesorado.

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Fuente de los datos: Dialnet