Beliefs, intentions and practices in the teaching of written language. Case study

Authors

  • Inés Rodríguez Martín Universidad de Salamanca
  • María Clemente Linuesa Universidad de Salamanca

Keywords:

analysis of practice, relation between theory and practice in the teaching of written language

Abstract

This article presents a study analysing the beliefs a teacher has about teaching written language and comparing them with her teaching practice. Data were collected through interviews and direct observation. A system of categories deriving from theories on teaching written language was used to assess the data. The results point to differences between the teacher’s reflections on what she thought she had done and what actually happened in practice, whereas an important concurrence
was revealed between her beliefs and the practices observed

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Published

2013-09-01

How to Cite

Rodríguez Martín, I., & Clemente Linuesa, M. (2013). Beliefs, intentions and practices in the teaching of written language. Case study. Profesorado, Revista De Currículum Y Formación Del Profesorado, 17(2), 327–345. Retrieved from https://revistaseug.ugr.es/index.php/profesorado/article/view/19576