Creencias sobre escritura en docentes y futuros docentes: validación del instrumento y resultados comparativos

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dc.article.numbere277298
dc.catalogadorpau
dc.contributor.authorEspinosa, María Jesús
dc.contributor.authorEscribano, Rosario
dc.contributor.authorMarchant, Jorge
dc.contributor.authorMorales, Solange
dc.contributor.authorCastillo, Carolina
dc.date.accessioned2024-07-24T19:55:33Z
dc.date.available2024-07-24T19:55:33Z
dc.date.issued2024
dc.description.abstract© (2024), (Emerson de Pietri). All rights reserved.Although there is consensus regarding the importance of writing for learning across school subjects, classrooms instruction does not usually foster the development of complex writing skills. This research addressed teachers’ beliefs, given its relevance in informing educational decision-making. Specifically, a comparative study was undertaken to explore Chilean in service and pre-service teachers’s beliefs about writing, following the epistemic tradition. To achieve this, a Spanish instrument, centered on reproductive and epistemic beliefs, was adapted and validated through the administration of an online questionnaire to a sample of 232 participants. Confirmatory factor analysis (CFA) was employed, confirming the structure of two independent scales. Descriptive and mean comparison analyses between practicing and pre-service teachers, as well as between primary and secondary education teachers, revealed higher scores on the epistemic scale than on the reproductive scale for all groups. However, for the planning and textualization dimension, results leaned towards reproductive beliefs. Concerning reproductive beliefs, practicing teachers scored higher than pre-service teachers. Regarding epistemic beliefs, primary education teachers and practicing teachers scored higher than secondary education teachers and pre-service teachers. These results partially align with previous national studies on teachers’ beliefs about writing. The findings suggest some implications for teacher education in writing.
dc.fechaingreso.objetodigital2024-07-24
dc.format.extent22 páginas
dc.fuente.origenSCOPUS
dc.identifier.doi10.1590/S1678-4634202450277298ES
dc.identifier.issn1678-4634
dc.identifier.scopusidSCOPUS_ID:85197444355
dc.identifier.urihttps://doi.org/10.1590/S1678-4634202450277298es
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/87218
dc.information.autorucFacultad de Educación; Escribano, Rosario; S/I; 162073
dc.information.autorucFacultad de Educación; Morales, Solange; S/I; 221361
dc.language.isoes
dc.nota.accesocontenido completo
dc.publisherEmerson de Pietri
dc.revistaEducacao e Pesquisa
dc.rightsacceso abierto
dc.rights.licenseCC BY 4.0 Atribuição 4.0 Internacional
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/deed.pt-br
dc.subjectComparative study
dc.subjectCreencias docentes
dc.subjectEpistemic writing
dc.subjectEscritura epistémica
dc.subjectEscritura reproductiva
dc.subjectEstudio comparativo
dc.subjectReproductive writing
dc.subjectTeachers’ beliefs
dc.subjectValidación
dc.subjectValidation
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleCreencias sobre escritura en docentes y futuros docentes: validación del instrumento y resultados comparativos
dc.title.alternativeTeachers and future teachers’ beliefs about writing: instrument validation and comparative results
dc.typeartículo
dc.volumen50
sipa.codpersvinculados162073
sipa.codpersvinculados221361
sipa.trazabilidadSCOPUS;2024-07-21
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