Reading and writing accompaniment for future preschool teachers

  • Allan Amador Díaz Rueda Universidad Autónoma de Bucaramanga
Palabras clave: mother tongue teaching, reading, writing, pre-school teacher training

Resumen

This document presents the systematization results of the accompaniment to the reading and writing processes of 21 undergraduate students of the Early Childhood Education program at UNAB University. The work consisted in the implementation of didactic sequences to elaborate reading cards, infographics, summaries and reviews. The pedagogical actions were evaluated based on the analysis of the teacher's field diary records, the products elaborated by the undergraduate students and the results of a survey on their learning. It was concluded that the participants showed signs of reading and writing as epistemic processes.

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Biografía del autor/a

Allan Amador Díaz Rueda, Universidad Autónoma de Bucaramanga
Magíster en Didáctica de la Lengua UIS. Universidad Autónoma de Bucaramanga. Bucaramanga, Santander, Colombia
Publicado
2020-12-17
Cómo citar
1.
Díaz Rueda A. Reading and writing accompaniment for future preschool teachers. Espiral, Revista de Docencia e Investigación [Internet]. 17dic.2020 [citado 26sep.2022];9(2):153-71. Available from: http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2501
Sección
ÍTACA: Artículos de Investigación e Innovación