Reading and writing accompaniment for future preschool teachers

Authors

  • Allan Amador Díaz Rueda Universidad Autónoma de Bucaramanga

Keywords:

mother tongue teaching, reading, writing, pre-school teacher training

Abstract

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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Author Biography

Allan Amador Díaz Rueda, Universidad Autónoma de Bucaramanga

Magíster en Didáctica de la Lengua UIS. Universidad Autónoma de Bucaramanga. Bucaramanga, Santander, Colombia

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Published

2020-12-17

How to Cite

1.
Díaz Rueda AA. Reading and writing accompaniment for future preschool teachers. ESPIRAL [Internet]. 2020Dec.17 [cited 2024Nov.21];9(2):153-71. Available from: https://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2501

Issue

Vol. 9 No. 2 (2019)

Section

ITHACA: Research and Innovation Articles

License

Publishing and copyright

The authors of the articles accepted to be published, transfer proprietary rights to Espiral, Journal of Teaching and Research for the partial reproduction of the published work in electronic media (websites, indexes, directories), as long as their purposes are academic but not commercial.