How EFL primary teachers define literacy: an empirical study

Raquel Fernández-Fernández; Blanca Arteaga-Martínez; Nathan Florian

doi:10.30827/portalin.vi38.21068

Autores/as

Raquel Fernández-Fernández Universidad de Alcalá https://orcid.org/0000-0003-1858-2750
Blanca Arteaga-Martínez Universidad Nacional de Educación a Distancia https://orcid.org/0000-0002-1079-1526
Nathan Florian Centro Universitario Cardenal Cisneros https://orcid.org/0000-0002-7214-2900

DOI:

https://doi.org/10.30827/portalin.vi38.21068

Palabras clave:

Alfabetización, conceptualización, inglés como lengua extranjera, profesorado, formación de profesorado

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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