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Raquel Fernández-Fernández
Universidad de Alcalá
España
https://orcid.org/0000-0003-1858-2750
Blanca Arteaga-Martínez
Universidad Nacional de Educación a Distancia
España
https://orcid.org/0000-0002-1079-1526
Nathan Florian
Centro Universitario Cardenal Cisneros
España
https://orcid.org/0000-0002-7214-2900
Núm. 38 (2022): Junio, Artículos, Páginas 47-63
DOI: https://doi.org/10.30827/portalin.vi38.21068
Recibido: Apr 26, 2021 Aceptado: Nov 12, 2021 Publicado: Jun 1, 2022
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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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