Beliefs, intentions and practices in the teaching of written language. Case study
Main Article Content
Vol. 17 No. 2 (2013): PISA a examen: Cambiando el conocimiento, cambiando las pruebas y cambiando las escuelas, Contribution, pages 327-345
Submitted: Dec 17, 2015
Published: Sep 1, 2013
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
Keywords:
analysis of practice, relation between theory and practice in the teaching of written language
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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