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Implicit Theories of Teachers about Initial Literacy

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No. 9 (2022): July-December 2022
https://doi.org/10.5354/2452-5014.2022.67788

Abstract

This article gives an account of a research that seeks to understand the implicit theories of teachers about initial literacy. For this, a double conceptualization was carried out: firstly, to understand the conceptions that teachers have about the processes related to teaching and learning that, unconsciously, permeate their practices in the classroom and, secondly, to know the contemporary perspectives that study initial literacy, such as phonological awareness, the psychogenesis of the written language, the integral language and the social practices of the language.

Keywords:

implicit theories, teacher’s conceptions, reading, writing, initial education

Author Biography

Martha Tenorio-Villanueva, Autonomous University of Tlaxcala

PhD student, Universidad Autónoma de Tlaxcala, Tlaxcala, Mexico; Master in Education, Benemérita Universidad Autónoma de Puebla, Puebla, Mexico.

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How to Cite
Tenorio-Villanueva, M. (2022). Implicit Theories of Teachers about Initial Literacy. Revista Saberes Educativos, (9), 169–184. https://doi.org/10.5354/2452-5014.2022.67788
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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