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id="Papers"><h3 class="profile--tab_heading_container">Papers by María Constanza Errázuriz</h3></div><div class="js-work-strip profile--work_container" data-work-id="87168462"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/87168462/Academic_Literacies_From_the_South_to_the_South_Tensions_and_Advances_in_Three_Initiatives_Located_in_Ibero_America"><img alt="Research paper thumbnail of Academic Literacies From the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/87168462/Academic_Literacies_From_the_South_to_the_South_Tensions_and_Advances_in_Three_Initiatives_Located_in_Ibero_America">Academic Literacies From the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America</a></div><div class="wp-workCard_item"><span>Advances in Research on Teaching</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Certainly, most academic-disciplinary literacy initiatives in the Ibero-American context have ari...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Certainly, most academic-disciplinary literacy initiatives in the Ibero-American context have arisen with the purpose of achieving social justice, especially in a territory that has suffered from inequity and whose deepening has increased with the current health emergency situation. However, despite well-intentioned initiatives, these programs, in general, have followed Anglo-Saxon models far removed from Ibero-American needs and reality. Therefore, in their implementation, they have dichotomies that ultimately weaken their sustainability over time and their results in their level of real inclusion, some of these – considering the approaches of Tierney (2018) and others – are: assimilation/accommodation, elitism/inclusion, institutional reform/educational innovation, research/action, remediation/re-mediation, standardization/contextualization, performance/learning, submission/emancipation, monologism/dialogism and homogeneity/diversity. In this way, based on a qualitative and reflective analysis on the experiences of three academic literacy programs in three universities in Argentina, Chile, and Spain, we will make these tensions explicit, and we will reveal practices that are truly contextualized to the communities where they are inserted, such as their eclectic, collaborative, dialogic, and remediated nature, which allows them to be constantly codesigned by the participation of students, professors, and tutors and whose research is promoted through action. In this sense, these countries can be related by sharing the language, a recent tradition of academic literacy and high school dropout rates. Finally, knowing both the strengths and the contradictions they still hold will contribute to continuing the process of contextualizing to the communities and, thus, establishing them as emancipatory pedagogies from the South to the South.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87168462"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87168462"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87168462; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="87168460"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/87168460/Dise%C3%B1o_implementaci%C3%B3n_y_evaluaci%C3%B3n_de_una_propuesta_de_intervenci%C3%B3n_en_alfabetizaci%C3%B3n_acad%C3%A9mica_en_primer_a%C3%B1o_de_Pedagog%C3%ADa_General_B%C3%A1sica_en_la_sede_Villarrica_de_la_UC"><img alt="Research paper thumbnail of Diseño, implementación y evaluación de una propuesta de intervención en alfabetización académica en primer año de Pedagogía General Básica en la sede Villarrica de la UC" class="work-thumbnail" src="https://attachments.academia-assets.com/91455579/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/87168460/Dise%C3%B1o_implementaci%C3%B3n_y_evaluaci%C3%B3n_de_una_propuesta_de_intervenci%C3%B3n_en_alfabetizaci%C3%B3n_acad%C3%A9mica_en_primer_a%C3%B1o_de_Pedagog%C3%ADa_General_B%C3%A1sica_en_la_sede_Villarrica_de_la_UC">Diseño, implementación y evaluación de una propuesta de intervención en alfabetización académica en primer año de Pedagogía General Básica en la sede Villarrica de la UC</a></div><div class="wp-workCard_item"><span>Onomázein Revista de lingüística filología y traducción</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El presente trabajo corresponde a un informe de investigación que busca mejorar los niveles de co...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El presente trabajo corresponde a un informe de investigación que busca mejorar los niveles de comprensión y producción de textos en los estudiantes de primer año de Pedagogía General Básica (PGB) de la Sede Villarrica de la Pontificia Universidad Católica de Chile (UC). Para esto se llevó a cabo una investigación-acción en la que se intervino la realidad universitaria mediante talleres con alumnos y docentes de primer año. La comprensión de texto es entendida desde una visión cognitivo-constructivista, como un proceso dinámico de construcción de representaciones coherentes e inferencias a múltiples niveles de texto y contexto, dentro de una capacidad limitada de memoria de trabajo. Se incluye también la concepción de estrategia, considerada en la ejecución de la intervención. La producción de textos es vista desde un enfoque constructivo, que propone la representación de construcciones mentales en un texto escrito por medio de los procesos de planificación, traducción, escritura y ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="56003a56e22153a6a2cd542135f9b899" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":91455579,"asset_id":87168460,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/91455579/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87168460"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87168460"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87168460; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="87168459"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/87168459/Implicit_Theories_about_the_Academic_Writing_of_Students_of_Initial_teacher_Training_Programs_Do_They_Influence_on_Written_Performance"><img alt="Research paper thumbnail of Implicit Theories about the Academic Writing of Students of Initial teacher Training Programs: Do They Influence on Written Performance?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/87168459/Implicit_Theories_about_the_Academic_Writing_of_Students_of_Initial_teacher_Training_Programs_Do_They_Influence_on_Written_Performance">Implicit Theories about the Academic Writing of Students of Initial teacher Training Programs: Do They Influence on Written Performance?</a></div><div class="wp-workCard_item"><span>Signo y Pensamiento; Vol 36 No 71 (2017); 34 - 50</span><span>, Apr 17, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87168459"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87168459"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87168459; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=87168459]").text(description); $(".js-view-count[data-work-id=87168459]").attr('title', description).tooltip(); 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} }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="87168453"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/87168453/Pre_service_Teachers_perceptions_on_instant_messaging_and_orthographic_competence"><img alt="Research paper thumbnail of Pre-service Teachers’ perceptions on instant messaging and orthographic competence" class="work-thumbnail" src="https://attachments.academia-assets.com/91455557/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/87168453/Pre_service_Teachers_perceptions_on_instant_messaging_and_orthographic_competence">Pre-service Teachers’ perceptions on instant messaging and orthographic competence</a></div><div class="wp-workCard_item"><span>Texto Livre: Linguagem e Tecnologia</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This work examines the perception held by pre-service teachers of Spanish in Chile and Argentina ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This work examines the perception held by pre-service teachers of Spanish in Chile and Argentina of the digital written norm in IM, together with their opinion regarding the influence of textisms on secondary students’ acquisition of orthographic competence. The study uses a transactional approach based on surveys and uses and applies a descriptive non-experimental design. Results, when compared with studies for the European Spanish variant, showed that pre-service teachers in Chile and Argentina considered use of textisms as harmful to secondary students’ development of orthographic competence, despite their own frequent use of textisms. However, one of the main findings is a certain degree of tolerance of specific types of textisms in digital writing, as was a more integrative approach to those written variables on the part of participants in Argentina.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="54db41699b534b519b2330bf7851e4ee" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":91455557,"asset_id":87168453,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/91455557/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87168453"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87168453"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87168453; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=87168453]").text(description); $(".js-view-count[data-work-id=87168453]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 87168453; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='87168453']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85304572"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85304572/Concepciones_sobre_la_lectura_del_profesorado_de_escuelas_p%C3%BAblicas_de_la_Araucan%C3%ADa_C%C3%B3mo_son_sus_perfiles_lectores"><img alt="Research paper thumbnail of Concepciones sobre la lectura del profesorado de escuelas públicas de la Araucanía: ¿Cómo son sus perfiles lectores?" class="work-thumbnail" src="https://attachments.academia-assets.com/90042249/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85304572/Concepciones_sobre_la_lectura_del_profesorado_de_escuelas_p%C3%BAblicas_de_la_Araucan%C3%ADa_C%C3%B3mo_son_sus_perfiles_lectores">Concepciones sobre la lectura del profesorado de escuelas públicas de la Araucanía: ¿Cómo son sus perfiles lectores?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LilianaIn%C3%A9sFuentes">Liliana Inés Fuentes</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CocioCarolina">Cocio Carolina</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/omardavison">omar davison</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz">María Constanza Errázuriz</a></span></div><div class="wp-workCard_item"><span>Revista signos</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reading levels in primary school students are still deficient in Chile and the Araucanía region. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Reading levels in primary school students are still deficient in Chile and the Araucanía region. Similarly, there is evidence that teachers' literacy practices are homogenous and their reading habits have an impact on the promotion of student reading. Therefore, the objective of the present investigation is to identify and analyze the conceptions about the reading of teachers in the exercise of the Araucanía region. Regarding the methodology, the design was descriptive and quantitative, the sample was representative and was composed of 18 urban public schools of the most populated cities of the Araucanía, to whose teachers (n = 338) of different disciplines were applied a questionnaire of validated reading conceptions to reveal their reading profiles. Among the results, it was identified that teachers present reproductive and epistemic conceptions simultaneously with the predominance of the latter. Likewise, it was found that teachers with an epistemic profile show greater reading pleasure and are linked to the Language subject, while those with higher reproductive profiles read for practical reasons. Finally, recommendations to the conceptual change of the conceptions are provided, to help raise the quality of the teaching practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b1b4af3d04e66166601f1a6d1d5d326b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90042249,"asset_id":85304572,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90042249/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85304572"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85304572"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85304572; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85921654"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85921654/Academic_Literacies_From_the_South_to_the_South_Tensions_and_Advances_in_Three_Initiatives_Located_in_Ibero_America"><img alt="Research paper thumbnail of Academic Literacies From the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America" class="work-thumbnail" src="https://attachments.academia-assets.com/90489269/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85921654/Academic_Literacies_From_the_South_to_the_South_Tensions_and_Advances_in_Three_Initiatives_Located_in_Ibero_America">Academic Literacies From the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ungs.academia.edu/Luc%C3%ADaNatale">Lucía Natale</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz">María Constanza Errázuriz</a></span></div><div class="wp-workCard_item"><span>Global Meaning Making (Advances in Research on Teaching, Vol. 39)</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Certainly, most academic-disciplinary literacy initiatives in the Ibero-American context have ari...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Certainly, most academic-disciplinary literacy initiatives in the Ibero-American context have arisen with the purpose of achieving social justice, especially in a territory that has suffered from inequity and whose deepening has increased with the current health emergency situation. However, despite well-intentioned initiatives, these programs, in general, have followed Anglo-Saxon models far removed from Ibero-American needs and reality. Therefore, in their implementation, they have dichotomies that ultimately weaken their sustainability over time and their results in their level of real inclusion, some of these – considering the approaches of Tierney (2018) and others – are: assimilation/accommodation, elitism/inclusion, institutional reform/educational innovation, research/action, remediation/re-mediation, standardization/contextualization, performance/learning, submission/emancipation, monologism/dialogism and homogeneity/diversity. In this way, based on a qualitative and reflective analysis on the experiences of three academic literacy programs in three universities in Argentina, Chile, and Spain, we will make these tensions explicit, and we will reveal practices that are truly contextualized to the communities where they are inserted, such as their eclectic, collaborative, dialogic, and remediated nature, which allows them to be constantly codesigned by the participation of students, professors, and tutors and whose research is promoted through action. In this sense, these countries can be related by sharing the language, a recent tradition of academic literacy and high school dropout rates. Finally, knowing both the strengths and the contradictions they still hold will contribute to continuing the process of contextualizing to the communities and, thus, establishing them as emancipatory pedagogies from the South to the South.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3a481659e24acf7ac1ccf79c8a42ac49" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90489269,"asset_id":85921654,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90489269/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85921654"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85921654"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85921654; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85921654]").text(description); $(".js-view-count[data-work-id=85921654]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85921654; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85921654']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3a481659e24acf7ac1ccf79c8a42ac49" } } $('.js-work-strip[data-work-id=85921654]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85921654,"title":"Academic Literacies From the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America","translated_title":"","metadata":{"doi":"10.1108/S1479-368720220000039005","abstract":"Certainly, most academic-disciplinary literacy initiatives in the Ibero-American context have arisen with the purpose of achieving social justice, especially in a territory that has suffered from inequity and whose deepening has increased with the current health emergency situation. However, despite well-intentioned initiatives, these programs, in general, have followed Anglo-Saxon models far removed from Ibero-American needs and reality. Therefore, in their implementation, they have dichotomies that ultimately weaken their sustainability over time and their results in their level of real inclusion, some of these – considering the approaches of Tierney (2018) and others – are: assimilation/accommodation, elitism/inclusion, institutional reform/educational innovation, research/action, remediation/re-mediation, standardization/contextualization, performance/learning, submission/emancipation, monologism/dialogism and homogeneity/diversity. 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In this way, based on a qualitative and reflective analysis on the experiences of three academic literacy programs in three universities in Argentina, Chile, and Spain, we will make these tensions explicit, and we will reveal practices that are truly contextualized to the communities where they are inserted, such as their eclectic, collaborative, dialogic, and remediated nature, which allows them to be constantly codesigned by the participation of students, professors, and tutors and whose research is promoted through action. In this sense, these countries can be related by sharing the language, a recent tradition of academic literacy and high school dropout rates. 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The objective of this study was to validate and adapt the instrument towards reading attitudes in children from 4th, 5th and 6th grade. Regarding the method, the design was quantitative and descriptive. Regarding the results, it was possible to confirm satisfactorily the dimensions of the instrument and the items for each one of them</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83203033"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83203033"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83203033; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83203033]").text(description); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76997187"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76997187/Assessment_Analysis_of_Ict_Skills_in_Students_of_Primary_Teacher_Training_at_Campus_Uc_in_Villarrica"><img alt="Research paper thumbnail of Assessment Analysis of Ict Skills in Students of Primary Teacher Training at Campus Uc in Villarrica" class="work-thumbnail" src="https://attachments.academia-assets.com/84582385/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76997187/Assessment_Analysis_of_Ict_Skills_in_Students_of_Primary_Teacher_Training_at_Campus_Uc_in_Villarrica">Assessment Analysis of Ict Skills in Students of Primary Teacher Training at Campus Uc in Villarrica</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ioe-ac.academia.edu/AlejandraCanalesTapia">Alejandra Canales-Tapia</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz">María Constanza Errázuriz</a></span></div><div class="wp-workCard_item"><span>ASSESSMENT ANALYSIS OF ICT SKILLS IN STUDENTS OF PRIMARY TEACHER TRAINING AT CAMPUS UC IN VILLARRICA</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This research is an assessment type quantitative study conducted in two parts. The first part is ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This research is an assessment type quantitative study conducted in two parts. The first part is about creating and validating an instrument to measure the level of digital skills and the second one is about assessing the digital skills of General Primary Teacher Training students from the Villarrica Campus of the Pontificia Universidad Católica de Chile, in the Araucanía Region. The second part of this research is related to the assessment and analysis of the results, which indicate that the initial stage of teacher training in the Villarrica Campus has a positive impact on the digital skills of students, but they are not as good as a future teacher should have.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b44a4a711dfc09976da4ae13eeee2a34" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84582385,"asset_id":76997187,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84582385/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76997187"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76997187"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76997187; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236477"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/76236477/La_lectura_y_la_escritura_en_las_disciplinas_Lineamientos_para_su_ense%C3%B1anza"><img alt="Research paper thumbnail of La lectura y la escritura en las disciplinas. Lineamientos para su enseñanza" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/76236477/La_lectura_y_la_escritura_en_las_disciplinas_Lineamientos_para_su_ense%C3%B1anza">La lectura y la escritura en las disciplinas. Lineamientos para su enseñanza</a></div><div class="wp-workCard_item"><span>La lectura y la escritura en las disciplinas. Lineamientos para su enseñanza</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La lectura y la escritura en las disciplinas: lineamientos para su enseñanza reúne propuestas de ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La lectura y la escritura en las disciplinas: lineamientos para su enseñanza reúne propuestas de enseñanza de cuestiones centrales de la alfabetización académica elaboradas por investigadores latinoamericanos con amplia experiencia en el campo. El propósito principal del libro es promover las prácticas de lectura y escritura en las disciplinas durante la formación de grado. Los capítulos brindan herramientas para docentes de materias disciplinares que desean incorporar en sus cursos la lectura y la escritura de los géneros propios de sus campos de saber. También se dirige a los docentes de lenguaje que buscan iniciarse en el trabajo con la comprensión y producción de textos en el nivel superior. Los capítulos que lo componen reportan buenas prácticas de enseñanza puestas a prueba y evaluadas positivamente en las instituciones en que se desarrollaron. Asimismo, recuperan investigaciones sobre las problemáticas en el contexto actual de la educación superior. Desde este punto de partida, el libro propone a los lectores una reflexión sobre las propias prácticas docentes y ofrece herramientas para formar lectores y escritores que dominen los géneros propios de sus campos del saber.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236477"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236477"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236477; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76236477]").text(description); $(".js-view-count[data-work-id=76236477]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76236477; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76236477']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=76236477]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76236477,"title":"La lectura y la escritura en las disciplinas. 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Con respecto a las teorías implícitas, se consideró la tipología de transmisión o transacción de White y Bruning (2005), que considera esta actividad como una reproducción del conocimiento o una construcción de este. Desde una metodología cuantitativa, se incluyó la participación de una muestra representativa de 240 estudiantes de Pedagogía de dos regiones chilenas, a quienes se les aplicó un cuestionario y una evaluación de escritura. Uno de los principales hallazgos es que los estudiantes de cuarto año no han evolucionado en sus teorías implícitas y en su desempeño con respecto a los de primer año. Asimismo, se constató que, a más altas teorías implícitas transaccionales, mayor desempeño</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236476"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236476"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236476; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76236476]").text(description); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236475"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/76236475/Do_We_Comprehend_Texts_More_if_We_Like_to_Read_Reading_Attitudes_and_Performance_of_Students_of_Public_Schools_in_Araucan%C3%ADa_Chile"><img alt="Research paper thumbnail of Do We Comprehend Texts More if We Like to Read?: Reading Attitudes and Performance of Students of Public Schools in Araucanía, Chile" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/76236475/Do_We_Comprehend_Texts_More_if_We_Like_to_Read_Reading_Attitudes_and_Performance_of_Students_of_Public_Schools_in_Araucan%C3%ADa_Chile">Do We Comprehend Texts More if We Like to Read?: Reading Attitudes and Performance of Students of Public Schools in Araucanía, Chile</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reading levels in primary education students are still deficient in Chile, despite the developmen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Reading levels in primary education students are still deficient in Chile, despite the development of reading promoting iniciatives. Moreover, teaching practices of reading are present a low cognitive challenge. Therefore, the objective of the research was to evaluate the reading comprehension and attitudes of the 4th, 5th and 6th grade students of public schools. Regarding to the methodology, was descriptive and quantitative, the sample was representative and it was composed by 18 public schools of the Araucanía, whose students (n=1.197 approx.) were given a reading comprehension assessment and a reading attitudes survey. Among the results, it was identified that the performance of the students is low and it decreases along with their reading attitudes as they pass the course. In addition, there is a low magnitude correlation between their performance and their reading attitudes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236475"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236475"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236475; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76236475]").text(description); $(".js-view-count[data-work-id=76236475]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76236475; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76236475']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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} }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236474"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236474/Concepciones_sobre_la_lectura_del_profesorado_de_escuelas_p%C3%BAblicas_de_la_Araucan%C3%ADa_C%C3%B3mo_son_sus_perfiles_lectores"><img alt="Research paper thumbnail of Concepciones sobre la lectura del profesorado de escuelas públicas de la Araucanía: ¿Cómo son sus perfiles lectores?" class="work-thumbnail" src="https://attachments.academia-assets.com/83975728/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236474/Concepciones_sobre_la_lectura_del_profesorado_de_escuelas_p%C3%BAblicas_de_la_Araucan%C3%ADa_C%C3%B3mo_son_sus_perfiles_lectores">Concepciones sobre la lectura del profesorado de escuelas públicas de la Araucanía: ¿Cómo son sus perfiles lectores?</a></div><div class="wp-workCard_item"><span>Revista signos</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reading levels in primary school students are still deficient in Chile and the Araucanía region. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Reading levels in primary school students are still deficient in Chile and the Araucanía region. Similarly, there is evidence that teachers' literacy practices are homogenous and their reading habits have an impact on the promotion of student reading. Therefore, the objective of the present investigation is to identify and analyze the conceptions about the reading of teachers in the exercise of the Araucanía region. Regarding the methodology, the design was descriptive and quantitative, the sample was representative and was composed of 18 urban public schools of the most populated cities of the Araucanía, to whose teachers (n = 338) of different disciplines were applied a questionnaire of validated reading conceptions to reveal their reading profiles. Among the results, it was identified that teachers present reproductive and epistemic conceptions simultaneously with the predominance of the latter. Likewise, it was found that teachers with an epistemic profile show greater reading pleasure and are linked to the Language subject, while those with higher reproductive profiles read for practical reasons. Finally, recommendations to the conceptual change of the conceptions are provided, to help raise the quality of the teaching practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="af7396612128d57c12e241191fffdadd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83975728,"asset_id":76236474,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83975728/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236474"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236474"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236474; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76236474]").text(description); $(".js-view-count[data-work-id=76236474]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76236474; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76236474']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236473"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236473/Teor%C3%ADas_impl%C3%ADcitas_sobre_escritura_de_estudiantes_y_formadores_de_pedagog%C3%ADa"><img alt="Research paper thumbnail of Teorías implícitas sobre escritura de estudiantes y formadores de pedagogía" class="work-thumbnail" src="https://attachments.academia-assets.com/83953596/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236473/Teor%C3%ADas_impl%C3%ADcitas_sobre_escritura_de_estudiantes_y_formadores_de_pedagog%C3%ADa">Teorías implícitas sobre escritura de estudiantes y formadores de pedagogía</a></div><div class="wp-workCard_item"><span>Magis, Revista Internacional de Investigación en Educación</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La presente investigación tuvo como objetivo identificar las teorías implícitas acerca de la escr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La presente investigación tuvo como objetivo identificar las teorías implícitas acerca de la escritura de estudiantes, formadores y profesores de Pedagogía. La metodología es cuantitativa e incluyó la participación de una muestra representativa de los estudiantes y docentes de Pedagogía de dos regiones chilenas (n=337), a quienes se aplicó un cuestionario validado sobre escritura. Por último, se comprobó que los estudiantes presentan teorías implícitas transmisionales y transaccionales simultáneamente y que las teorías de los sujetos de cuarto año no han evolucionado con respecto a aquellos de primero.Asimismo, se constató que los docentes presentan concepciones similares a las de los estudiantes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6e7461ec2a74dc223fd98d3e16dc9ba3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83953596,"asset_id":76236473,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83953596/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236473"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236473"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236473; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236472"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236472/Validaci%C3%B3n_de_una_Encuesta_de_Actitudes_de_Lectura_en_estudiantes_de_Educaci%C3%B3n_B%C3%A1sica"><img alt="Research paper thumbnail of Validación de una Encuesta de Actitudes de Lectura en estudiantes de Educación Básica" class="work-thumbnail" src="https://attachments.academia-assets.com/83953594/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236472/Validaci%C3%B3n_de_una_Encuesta_de_Actitudes_de_Lectura_en_estudiantes_de_Educaci%C3%B3n_B%C3%A1sica">Validación de una Encuesta de Actitudes de Lectura en estudiantes de Educación Básica</a></div><div class="wp-workCard_item"><span>Literatura y Lingüística</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Las actitudes de lectura de los estudiantes de educación básica han demostrado ser relevantes en ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Las actitudes de lectura de los estudiantes de educación básica han demostrado ser relevantes en su desempeño lector, por lo que medirlas es fundamental para elevarlo, no obstante, existen pocos instrumentos validados en Chile que permitan relevar este fenómeno. El objetivo del presente estudio fue adaptar y validar el instrumento sobre actitudes hacia la lectura en niños de 4º a 6º Básico. Con respecto al método, el diseño fue de tipo evaluativo y descriptivo, el procedimiento cuantitativo y la muestra fue representativa y correspondió a 1.190 estudiantes de 4º a 6º Básico con los resultados se confirmó que las dimensiones del instrumento y de los ítems de cada una.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b990162ca55256ec405f04241fc2685f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83953594,"asset_id":76236472,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83953594/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236472"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236472"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236472; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236471"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236471/Perfiles_lectores_de_profesores_de_escuelas_p%C3%BAblicas_de_la_Araucan%C3%ADa_Chile"><img alt="Research paper thumbnail of Perfiles lectores de profesores de escuelas públicas de la Araucanía, Chile" class="work-thumbnail" src="https://attachments.academia-assets.com/83977628/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236471/Perfiles_lectores_de_profesores_de_escuelas_p%C3%BAblicas_de_la_Araucan%C3%ADa_Chile">Perfiles lectores de profesores de escuelas públicas de la Araucanía, Chile</a></div><div class="wp-workCard_item"><span>Perfiles Educativos</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Los niveles de lectura en los estudiantes de educación básica en Chile y en la Araucanía son aún ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Los niveles de lectura en los estudiantes de educación básica en Chile y en la Araucanía son aún deficientes. Asimismo, las prácticas docentes de lectura son poco diversas. El objetivo de la investigación fue analizar las concepciones sobre la lectura de profesores de la región de la Araucanía. El diseño fue descriptivo y cualitativo; los participantes fueron 20 docentes de 18 escuelas públicas de las comunas más pobladas, a quienes se les aplicaron entrevistas semiestructuradas, analizadas desde la fenomenografía. Se identificó que los docentes presentan concepciones predominantemente reproductivas y epistémicas con énfasis en uno de ambos perfiles, y que esta relación es definida por el propósito de lectura. Los docentes con tendencias más reproductivas manifiestan fines pragmáticos y estrategias apegadas al texto, mientras que los más epistémicos vinculan esta actividad con el placer y su identidad y son más inclusivos.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e3fc3c2d3a30f1ce3202825a1e6fedb4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83977628,"asset_id":76236471,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83977628/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236471"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236471"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236471; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76236471]").text(description); $(".js-view-count[data-work-id=76236471]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76236471; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76236471']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236470"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236470/An%C3%A1lisis_del_uso_de_los_marcadores_discursivos_en_argumentaciones_escritas_por_estudiantes_universitarios"><img alt="Research paper thumbnail of Análisis del uso de los marcadores discursivos en argumentaciones escritas por estudiantes universitarios" class="work-thumbnail" src="https://attachments.academia-assets.com/83953591/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236470/An%C3%A1lisis_del_uso_de_los_marcadores_discursivos_en_argumentaciones_escritas_por_estudiantes_universitarios">Análisis del uso de los marcadores discursivos en argumentaciones escritas por estudiantes universitarios</a></div><div class="wp-workCard_item"><span>Perfiles Educativos</span><span>, 1969</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">En esta investigación se abordan los problemas de redacción que actualmente tienen los estudiante...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">En esta investigación se abordan los problemas de redacción que actualmente tienen los estudiantes de educación superior a partir del análisis del uso de los marcadores discursivos en sus textos. El corpus escogido son 80 ensayos escritos por estudiantes de la Pontificia Universidad Católica de Chile. Constituye un estudio descriptivo/correlacional y es de tipo exploratorio. Se analiza la estructura de los textos argumentativos en donde operan dichos marcadores, se describen e ilustran las diferentes funciones que los marcadores cumplen en los ensayos y se comprueba el rol preponderante que poseen para el procesamiento de las inferencias. Además, se constata la correspondencia entre la pertinencia de los marcadores y la progresión lógica de los ensayos en donde funcionan. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236469"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236469/Diagn%C3%B3stico_de_la_escritura_de_un_ensayo_de_alumnos_novatos_de_Pedagog%C3%ADa_en_el_campus_Villarica_UC_Chile"><img alt="Research paper thumbnail of Diagnóstico de la escritura de un ensayo de alumnos novatos de Pedagogía en el campus Villarica UC, Chile" class="work-thumbnail" src="https://attachments.academia-assets.com/83953590/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236469/Diagn%C3%B3stico_de_la_escritura_de_un_ensayo_de_alumnos_novatos_de_Pedagog%C3%ADa_en_el_campus_Villarica_UC_Chile">Diagnóstico de la escritura de un ensayo de alumnos novatos de Pedagogía en el campus Villarica UC, Chile</a></div><div class="wp-workCard_item"><span>Perfiles Educativos</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo tiene el objetivo de diagnosticar, de manera cualitativa y cuantitativa, por medio ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo tiene el objetivo de diagnosticar, de manera cualitativa y cuantitativa, por medio de un estudio de caso, las dificultades discursivas y personales que enfrentan durante el año de ingreso los alumnos de la carrera de Pedagogía Básica del campus Villarrica UC (Chile) en la escritura académica de un ensayo. Se trabajó con 33 alumnos y con seis profesores de esa generación. Los estudiantes elaboraron un ensayo argumentativo que fue evaluado en diez dimensiones y participaron en grupos focales, al igual que los docentes. Los resultados evidencian que los estudiantes carecen de conocimientos para desarrollar un ensayo, especialmente de ortografía, contraargumentación e intertextualidad. A su vez, interfieren en ellos los diferentes factores emocionales. Es por esto que nace la necesidad de crear un tipo de formación específica en torno al proceso de escritura.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6ec796d2d27e3f3b7dc149d9726f9137" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83953590,"asset_id":76236469,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83953590/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236469"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236469"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236469; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236468"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236468/Assessment_Analysis_of_Ict_Skills_in_Students_of_Primary_Teacher_Training_at_Campus_Uc_in_Villarrica"><img alt="Research paper thumbnail of Assessment Analysis of Ict Skills in Students of Primary Teacher Training at Campus Uc in Villarrica" class="work-thumbnail" src="https://attachments.academia-assets.com/83975759/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236468/Assessment_Analysis_of_Ict_Skills_in_Students_of_Primary_Teacher_Training_at_Campus_Uc_in_Villarrica">Assessment Analysis of Ict Skills in Students of Primary Teacher Training at Campus Uc in Villarrica</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This research is an assessment type quantitative study conducted in two parts. The first part is ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This research is an assessment type quantitative study conducted in two parts. The first part is about creating and validating an instrument to measure the level of digital skills and the second one is about assessing the digital skills of General Primary Teacher Training students from the Villarrica Campus of the Pontificia Universidad Católica de Chile, in the Araucanía Region. The second part of this research is related to the assessment and analysis of the results, which indicate that the initial stage of teacher training in the Villarrica Campus has a positive impact on the digital skills of students, but they are not as good as a future teacher should have.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="da872a4771265128b8d10702ee3c5754" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83975759,"asset_id":76236468,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83975759/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236468; 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</script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2167951" id="papers"><div class="js-work-strip profile--work_container" data-work-id="87168462"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/87168462/Academic_Literacies_From_the_South_to_the_South_Tensions_and_Advances_in_Three_Initiatives_Located_in_Ibero_America"><img alt="Research paper thumbnail of Academic Literacies From the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/87168462/Academic_Literacies_From_the_South_to_the_South_Tensions_and_Advances_in_Three_Initiatives_Located_in_Ibero_America">Academic Literacies From the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America</a></div><div class="wp-workCard_item"><span>Advances in Research on Teaching</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Certainly, most academic-disciplinary literacy initiatives in the Ibero-American context have ari...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Certainly, most academic-disciplinary literacy initiatives in the Ibero-American context have arisen with the purpose of achieving social justice, especially in a territory that has suffered from inequity and whose deepening has increased with the current health emergency situation. However, despite well-intentioned initiatives, these programs, in general, have followed Anglo-Saxon models far removed from Ibero-American needs and reality. Therefore, in their implementation, they have dichotomies that ultimately weaken their sustainability over time and their results in their level of real inclusion, some of these – considering the approaches of Tierney (2018) and others – are: assimilation/accommodation, elitism/inclusion, institutional reform/educational innovation, research/action, remediation/re-mediation, standardization/contextualization, performance/learning, submission/emancipation, monologism/dialogism and homogeneity/diversity. In this way, based on a qualitative and reflective analysis on the experiences of three academic literacy programs in three universities in Argentina, Chile, and Spain, we will make these tensions explicit, and we will reveal practices that are truly contextualized to the communities where they are inserted, such as their eclectic, collaborative, dialogic, and remediated nature, which allows them to be constantly codesigned by the participation of students, professors, and tutors and whose research is promoted through action. In this sense, these countries can be related by sharing the language, a recent tradition of academic literacy and high school dropout rates. Finally, knowing both the strengths and the contradictions they still hold will contribute to continuing the process of contextualizing to the communities and, thus, establishing them as emancipatory pedagogies from the South to the South.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87168462"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87168462"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87168462; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="87168460"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/87168460/Dise%C3%B1o_implementaci%C3%B3n_y_evaluaci%C3%B3n_de_una_propuesta_de_intervenci%C3%B3n_en_alfabetizaci%C3%B3n_acad%C3%A9mica_en_primer_a%C3%B1o_de_Pedagog%C3%ADa_General_B%C3%A1sica_en_la_sede_Villarrica_de_la_UC"><img alt="Research paper thumbnail of Diseño, implementación y evaluación de una propuesta de intervención en alfabetización académica en primer año de Pedagogía General Básica en la sede Villarrica de la UC" class="work-thumbnail" src="https://attachments.academia-assets.com/91455579/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/87168460/Dise%C3%B1o_implementaci%C3%B3n_y_evaluaci%C3%B3n_de_una_propuesta_de_intervenci%C3%B3n_en_alfabetizaci%C3%B3n_acad%C3%A9mica_en_primer_a%C3%B1o_de_Pedagog%C3%ADa_General_B%C3%A1sica_en_la_sede_Villarrica_de_la_UC">Diseño, implementación y evaluación de una propuesta de intervención en alfabetización académica en primer año de Pedagogía General Básica en la sede Villarrica de la UC</a></div><div class="wp-workCard_item"><span>Onomázein Revista de lingüística filología y traducción</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El presente trabajo corresponde a un informe de investigación que busca mejorar los niveles de co...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El presente trabajo corresponde a un informe de investigación que busca mejorar los niveles de comprensión y producción de textos en los estudiantes de primer año de Pedagogía General Básica (PGB) de la Sede Villarrica de la Pontificia Universidad Católica de Chile (UC). Para esto se llevó a cabo una investigación-acción en la que se intervino la realidad universitaria mediante talleres con alumnos y docentes de primer año. La comprensión de texto es entendida desde una visión cognitivo-constructivista, como un proceso dinámico de construcción de representaciones coherentes e inferencias a múltiples niveles de texto y contexto, dentro de una capacidad limitada de memoria de trabajo. Se incluye también la concepción de estrategia, considerada en la ejecución de la intervención. La producción de textos es vista desde un enfoque constructivo, que propone la representación de construcciones mentales en un texto escrito por medio de los procesos de planificación, traducción, escritura y ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="56003a56e22153a6a2cd542135f9b899" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":91455579,"asset_id":87168460,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/91455579/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87168460"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87168460"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87168460; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="87168459"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/87168459/Implicit_Theories_about_the_Academic_Writing_of_Students_of_Initial_teacher_Training_Programs_Do_They_Influence_on_Written_Performance"><img alt="Research paper thumbnail of Implicit Theories about the Academic Writing of Students of Initial teacher Training Programs: Do They Influence on Written Performance?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/87168459/Implicit_Theories_about_the_Academic_Writing_of_Students_of_Initial_teacher_Training_Programs_Do_They_Influence_on_Written_Performance">Implicit Theories about the Academic Writing of Students of Initial teacher Training Programs: Do They Influence on Written Performance?</a></div><div class="wp-workCard_item"><span>Signo y Pensamiento; Vol 36 No 71 (2017); 34 - 50</span><span>, Apr 17, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87168459"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87168459"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87168459; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=87168459]").text(description); $(".js-view-count[data-work-id=87168459]").attr('title', description).tooltip(); 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} }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="87168453"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/87168453/Pre_service_Teachers_perceptions_on_instant_messaging_and_orthographic_competence"><img alt="Research paper thumbnail of Pre-service Teachers’ perceptions on instant messaging and orthographic competence" class="work-thumbnail" src="https://attachments.academia-assets.com/91455557/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/87168453/Pre_service_Teachers_perceptions_on_instant_messaging_and_orthographic_competence">Pre-service Teachers’ perceptions on instant messaging and orthographic competence</a></div><div class="wp-workCard_item"><span>Texto Livre: Linguagem e Tecnologia</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This work examines the perception held by pre-service teachers of Spanish in Chile and Argentina ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This work examines the perception held by pre-service teachers of Spanish in Chile and Argentina of the digital written norm in IM, together with their opinion regarding the influence of textisms on secondary students’ acquisition of orthographic competence. The study uses a transactional approach based on surveys and uses and applies a descriptive non-experimental design. Results, when compared with studies for the European Spanish variant, showed that pre-service teachers in Chile and Argentina considered use of textisms as harmful to secondary students’ development of orthographic competence, despite their own frequent use of textisms. However, one of the main findings is a certain degree of tolerance of specific types of textisms in digital writing, as was a more integrative approach to those written variables on the part of participants in Argentina.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="54db41699b534b519b2330bf7851e4ee" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":91455557,"asset_id":87168453,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/91455557/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="87168453"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="87168453"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 87168453; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=87168453]").text(description); $(".js-view-count[data-work-id=87168453]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 87168453; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='87168453']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85304572"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85304572/Concepciones_sobre_la_lectura_del_profesorado_de_escuelas_p%C3%BAblicas_de_la_Araucan%C3%ADa_C%C3%B3mo_son_sus_perfiles_lectores"><img alt="Research paper thumbnail of Concepciones sobre la lectura del profesorado de escuelas públicas de la Araucanía: ¿Cómo son sus perfiles lectores?" class="work-thumbnail" src="https://attachments.academia-assets.com/90042249/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85304572/Concepciones_sobre_la_lectura_del_profesorado_de_escuelas_p%C3%BAblicas_de_la_Araucan%C3%ADa_C%C3%B3mo_son_sus_perfiles_lectores">Concepciones sobre la lectura del profesorado de escuelas públicas de la Araucanía: ¿Cómo son sus perfiles lectores?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LilianaIn%C3%A9sFuentes">Liliana Inés Fuentes</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/CocioCarolina">Cocio Carolina</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/omardavison">omar davison</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz">María Constanza Errázuriz</a></span></div><div class="wp-workCard_item"><span>Revista signos</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reading levels in primary school students are still deficient in Chile and the Araucanía region. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Reading levels in primary school students are still deficient in Chile and the Araucanía region. Similarly, there is evidence that teachers' literacy practices are homogenous and their reading habits have an impact on the promotion of student reading. Therefore, the objective of the present investigation is to identify and analyze the conceptions about the reading of teachers in the exercise of the Araucanía region. Regarding the methodology, the design was descriptive and quantitative, the sample was representative and was composed of 18 urban public schools of the most populated cities of the Araucanía, to whose teachers (n = 338) of different disciplines were applied a questionnaire of validated reading conceptions to reveal their reading profiles. Among the results, it was identified that teachers present reproductive and epistemic conceptions simultaneously with the predominance of the latter. Likewise, it was found that teachers with an epistemic profile show greater reading pleasure and are linked to the Language subject, while those with higher reproductive profiles read for practical reasons. Finally, recommendations to the conceptual change of the conceptions are provided, to help raise the quality of the teaching practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b1b4af3d04e66166601f1a6d1d5d326b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90042249,"asset_id":85304572,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90042249/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85304572"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85304572"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85304572; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="85921654"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/85921654/Academic_Literacies_From_the_South_to_the_South_Tensions_and_Advances_in_Three_Initiatives_Located_in_Ibero_America"><img alt="Research paper thumbnail of Academic Literacies From the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America" class="work-thumbnail" src="https://attachments.academia-assets.com/90489269/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/85921654/Academic_Literacies_From_the_South_to_the_South_Tensions_and_Advances_in_Three_Initiatives_Located_in_Ibero_America">Academic Literacies From the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ungs.academia.edu/Luc%C3%ADaNatale">Lucía Natale</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz">María Constanza Errázuriz</a></span></div><div class="wp-workCard_item"><span>Global Meaning Making (Advances in Research on Teaching, Vol. 39)</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Certainly, most academic-disciplinary literacy initiatives in the Ibero-American context have ari...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Certainly, most academic-disciplinary literacy initiatives in the Ibero-American context have arisen with the purpose of achieving social justice, especially in a territory that has suffered from inequity and whose deepening has increased with the current health emergency situation. However, despite well-intentioned initiatives, these programs, in general, have followed Anglo-Saxon models far removed from Ibero-American needs and reality. Therefore, in their implementation, they have dichotomies that ultimately weaken their sustainability over time and their results in their level of real inclusion, some of these – considering the approaches of Tierney (2018) and others – are: assimilation/accommodation, elitism/inclusion, institutional reform/educational innovation, research/action, remediation/re-mediation, standardization/contextualization, performance/learning, submission/emancipation, monologism/dialogism and homogeneity/diversity. In this way, based on a qualitative and reflective analysis on the experiences of three academic literacy programs in three universities in Argentina, Chile, and Spain, we will make these tensions explicit, and we will reveal practices that are truly contextualized to the communities where they are inserted, such as their eclectic, collaborative, dialogic, and remediated nature, which allows them to be constantly codesigned by the participation of students, professors, and tutors and whose research is promoted through action. In this sense, these countries can be related by sharing the language, a recent tradition of academic literacy and high school dropout rates. Finally, knowing both the strengths and the contradictions they still hold will contribute to continuing the process of contextualizing to the communities and, thus, establishing them as emancipatory pedagogies from the South to the South.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3a481659e24acf7ac1ccf79c8a42ac49" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90489269,"asset_id":85921654,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90489269/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85921654"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85921654"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85921654; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85921654]").text(description); $(".js-view-count[data-work-id=85921654]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85921654; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85921654']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3a481659e24acf7ac1ccf79c8a42ac49" } } $('.js-work-strip[data-work-id=85921654]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85921654,"title":"Academic Literacies From the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America","translated_title":"","metadata":{"doi":"10.1108/S1479-368720220000039005","abstract":"Certainly, most academic-disciplinary literacy initiatives in the Ibero-American context have arisen with the purpose of achieving social justice, especially in a territory that has suffered from inequity and whose deepening has increased with the current health emergency situation. 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The objective of this study was to validate and adapt the instrument towards reading attitudes in children from 4th, 5th and 6th grade. Regarding the method, the design was quantitative and descriptive. Regarding the results, it was possible to confirm satisfactorily the dimensions of the instrument and the items for each one of them</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83203033"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83203033"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83203033; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83203033]").text(description); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76997187"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76997187/Assessment_Analysis_of_Ict_Skills_in_Students_of_Primary_Teacher_Training_at_Campus_Uc_in_Villarrica"><img alt="Research paper thumbnail of Assessment Analysis of Ict Skills in Students of Primary Teacher Training at Campus Uc in Villarrica" class="work-thumbnail" src="https://attachments.academia-assets.com/84582385/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76997187/Assessment_Analysis_of_Ict_Skills_in_Students_of_Primary_Teacher_Training_at_Campus_Uc_in_Villarrica">Assessment Analysis of Ict Skills in Students of Primary Teacher Training at Campus Uc in Villarrica</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ioe-ac.academia.edu/AlejandraCanalesTapia">Alejandra Canales-Tapia</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz">María Constanza Errázuriz</a></span></div><div class="wp-workCard_item"><span>ASSESSMENT ANALYSIS OF ICT SKILLS IN STUDENTS OF PRIMARY TEACHER TRAINING AT CAMPUS UC IN VILLARRICA</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This research is an assessment type quantitative study conducted in two parts. The first part is ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This research is an assessment type quantitative study conducted in two parts. The first part is about creating and validating an instrument to measure the level of digital skills and the second one is about assessing the digital skills of General Primary Teacher Training students from the Villarrica Campus of the Pontificia Universidad Católica de Chile, in the Araucanía Region. The second part of this research is related to the assessment and analysis of the results, which indicate that the initial stage of teacher training in the Villarrica Campus has a positive impact on the digital skills of students, but they are not as good as a future teacher should have.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b44a4a711dfc09976da4ae13eeee2a34" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84582385,"asset_id":76997187,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84582385/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76997187"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76997187"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76997187; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236477"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/76236477/La_lectura_y_la_escritura_en_las_disciplinas_Lineamientos_para_su_ense%C3%B1anza"><img alt="Research paper thumbnail of La lectura y la escritura en las disciplinas. Lineamientos para su enseñanza" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/76236477/La_lectura_y_la_escritura_en_las_disciplinas_Lineamientos_para_su_ense%C3%B1anza">La lectura y la escritura en las disciplinas. Lineamientos para su enseñanza</a></div><div class="wp-workCard_item"><span>La lectura y la escritura en las disciplinas. Lineamientos para su enseñanza</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La lectura y la escritura en las disciplinas: lineamientos para su enseñanza reúne propuestas de ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La lectura y la escritura en las disciplinas: lineamientos para su enseñanza reúne propuestas de enseñanza de cuestiones centrales de la alfabetización académica elaboradas por investigadores latinoamericanos con amplia experiencia en el campo. El propósito principal del libro es promover las prácticas de lectura y escritura en las disciplinas durante la formación de grado. Los capítulos brindan herramientas para docentes de materias disciplinares que desean incorporar en sus cursos la lectura y la escritura de los géneros propios de sus campos de saber. También se dirige a los docentes de lenguaje que buscan iniciarse en el trabajo con la comprensión y producción de textos en el nivel superior. Los capítulos que lo componen reportan buenas prácticas de enseñanza puestas a prueba y evaluadas positivamente en las instituciones en que se desarrollaron. Asimismo, recuperan investigaciones sobre las problemáticas en el contexto actual de la educación superior. Desde este punto de partida, el libro propone a los lectores una reflexión sobre las propias prácticas docentes y ofrece herramientas para formar lectores y escritores que dominen los géneros propios de sus campos del saber.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236477"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236477"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236477; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76236477]").text(description); $(".js-view-count[data-work-id=76236477]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76236477; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76236477']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=76236477]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76236477,"title":"La lectura y la escritura en las disciplinas. 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Con respecto a las teorías implícitas, se consideró la tipología de transmisión o transacción de White y Bruning (2005), que considera esta actividad como una reproducción del conocimiento o una construcción de este. Desde una metodología cuantitativa, se incluyó la participación de una muestra representativa de 240 estudiantes de Pedagogía de dos regiones chilenas, a quienes se les aplicó un cuestionario y una evaluación de escritura. Uno de los principales hallazgos es que los estudiantes de cuarto año no han evolucionado en sus teorías implícitas y en su desempeño con respecto a los de primer año. Asimismo, se constató que, a más altas teorías implícitas transaccionales, mayor desempeño</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236476"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236476"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236476; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76236476]").text(description); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236475"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/76236475/Do_We_Comprehend_Texts_More_if_We_Like_to_Read_Reading_Attitudes_and_Performance_of_Students_of_Public_Schools_in_Araucan%C3%ADa_Chile"><img alt="Research paper thumbnail of Do We Comprehend Texts More if We Like to Read?: Reading Attitudes and Performance of Students of Public Schools in Araucanía, Chile" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/76236475/Do_We_Comprehend_Texts_More_if_We_Like_to_Read_Reading_Attitudes_and_Performance_of_Students_of_Public_Schools_in_Araucan%C3%ADa_Chile">Do We Comprehend Texts More if We Like to Read?: Reading Attitudes and Performance of Students of Public Schools in Araucanía, Chile</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reading levels in primary education students are still deficient in Chile, despite the developmen...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Reading levels in primary education students are still deficient in Chile, despite the development of reading promoting iniciatives. Moreover, teaching practices of reading are present a low cognitive challenge. Therefore, the objective of the research was to evaluate the reading comprehension and attitudes of the 4th, 5th and 6th grade students of public schools. Regarding to the methodology, was descriptive and quantitative, the sample was representative and it was composed by 18 public schools of the Araucanía, whose students (n=1.197 approx.) were given a reading comprehension assessment and a reading attitudes survey. Among the results, it was identified that the performance of the students is low and it decreases along with their reading attitudes as they pass the course. In addition, there is a low magnitude correlation between their performance and their reading attitudes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236475"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236475"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236475; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76236475]").text(description); $(".js-view-count[data-work-id=76236475]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76236475; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76236475']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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} }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236474"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236474/Concepciones_sobre_la_lectura_del_profesorado_de_escuelas_p%C3%BAblicas_de_la_Araucan%C3%ADa_C%C3%B3mo_son_sus_perfiles_lectores"><img alt="Research paper thumbnail of Concepciones sobre la lectura del profesorado de escuelas públicas de la Araucanía: ¿Cómo son sus perfiles lectores?" class="work-thumbnail" src="https://attachments.academia-assets.com/83975728/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236474/Concepciones_sobre_la_lectura_del_profesorado_de_escuelas_p%C3%BAblicas_de_la_Araucan%C3%ADa_C%C3%B3mo_son_sus_perfiles_lectores">Concepciones sobre la lectura del profesorado de escuelas públicas de la Araucanía: ¿Cómo son sus perfiles lectores?</a></div><div class="wp-workCard_item"><span>Revista signos</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reading levels in primary school students are still deficient in Chile and the Araucanía region. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Reading levels in primary school students are still deficient in Chile and the Araucanía region. Similarly, there is evidence that teachers' literacy practices are homogenous and their reading habits have an impact on the promotion of student reading. Therefore, the objective of the present investigation is to identify and analyze the conceptions about the reading of teachers in the exercise of the Araucanía region. Regarding the methodology, the design was descriptive and quantitative, the sample was representative and was composed of 18 urban public schools of the most populated cities of the Araucanía, to whose teachers (n = 338) of different disciplines were applied a questionnaire of validated reading conceptions to reveal their reading profiles. Among the results, it was identified that teachers present reproductive and epistemic conceptions simultaneously with the predominance of the latter. Likewise, it was found that teachers with an epistemic profile show greater reading pleasure and are linked to the Language subject, while those with higher reproductive profiles read for practical reasons. Finally, recommendations to the conceptual change of the conceptions are provided, to help raise the quality of the teaching practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="af7396612128d57c12e241191fffdadd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83975728,"asset_id":76236474,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83975728/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236474"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236474"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236474; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76236474]").text(description); $(".js-view-count[data-work-id=76236474]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76236474; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76236474']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236473"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236473/Teor%C3%ADas_impl%C3%ADcitas_sobre_escritura_de_estudiantes_y_formadores_de_pedagog%C3%ADa"><img alt="Research paper thumbnail of Teorías implícitas sobre escritura de estudiantes y formadores de pedagogía" class="work-thumbnail" src="https://attachments.academia-assets.com/83953596/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236473/Teor%C3%ADas_impl%C3%ADcitas_sobre_escritura_de_estudiantes_y_formadores_de_pedagog%C3%ADa">Teorías implícitas sobre escritura de estudiantes y formadores de pedagogía</a></div><div class="wp-workCard_item"><span>Magis, Revista Internacional de Investigación en Educación</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La presente investigación tuvo como objetivo identificar las teorías implícitas acerca de la escr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La presente investigación tuvo como objetivo identificar las teorías implícitas acerca de la escritura de estudiantes, formadores y profesores de Pedagogía. La metodología es cuantitativa e incluyó la participación de una muestra representativa de los estudiantes y docentes de Pedagogía de dos regiones chilenas (n=337), a quienes se aplicó un cuestionario validado sobre escritura. Por último, se comprobó que los estudiantes presentan teorías implícitas transmisionales y transaccionales simultáneamente y que las teorías de los sujetos de cuarto año no han evolucionado con respecto a aquellos de primero.Asimismo, se constató que los docentes presentan concepciones similares a las de los estudiantes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6e7461ec2a74dc223fd98d3e16dc9ba3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83953596,"asset_id":76236473,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83953596/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236473"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236473"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236473; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236472"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236472/Validaci%C3%B3n_de_una_Encuesta_de_Actitudes_de_Lectura_en_estudiantes_de_Educaci%C3%B3n_B%C3%A1sica"><img alt="Research paper thumbnail of Validación de una Encuesta de Actitudes de Lectura en estudiantes de Educación Básica" class="work-thumbnail" src="https://attachments.academia-assets.com/83953594/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236472/Validaci%C3%B3n_de_una_Encuesta_de_Actitudes_de_Lectura_en_estudiantes_de_Educaci%C3%B3n_B%C3%A1sica">Validación de una Encuesta de Actitudes de Lectura en estudiantes de Educación Básica</a></div><div class="wp-workCard_item"><span>Literatura y Lingüística</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Las actitudes de lectura de los estudiantes de educación básica han demostrado ser relevantes en ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Las actitudes de lectura de los estudiantes de educación básica han demostrado ser relevantes en su desempeño lector, por lo que medirlas es fundamental para elevarlo, no obstante, existen pocos instrumentos validados en Chile que permitan relevar este fenómeno. El objetivo del presente estudio fue adaptar y validar el instrumento sobre actitudes hacia la lectura en niños de 4º a 6º Básico. Con respecto al método, el diseño fue de tipo evaluativo y descriptivo, el procedimiento cuantitativo y la muestra fue representativa y correspondió a 1.190 estudiantes de 4º a 6º Básico con los resultados se confirmó que las dimensiones del instrumento y de los ítems de cada una.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b990162ca55256ec405f04241fc2685f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83953594,"asset_id":76236472,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83953594/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236472"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236472"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236472; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236471"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236471/Perfiles_lectores_de_profesores_de_escuelas_p%C3%BAblicas_de_la_Araucan%C3%ADa_Chile"><img alt="Research paper thumbnail of Perfiles lectores de profesores de escuelas públicas de la Araucanía, Chile" class="work-thumbnail" src="https://attachments.academia-assets.com/83977628/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236471/Perfiles_lectores_de_profesores_de_escuelas_p%C3%BAblicas_de_la_Araucan%C3%ADa_Chile">Perfiles lectores de profesores de escuelas públicas de la Araucanía, Chile</a></div><div class="wp-workCard_item"><span>Perfiles Educativos</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Los niveles de lectura en los estudiantes de educación básica en Chile y en la Araucanía son aún ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Los niveles de lectura en los estudiantes de educación básica en Chile y en la Araucanía son aún deficientes. Asimismo, las prácticas docentes de lectura son poco diversas. El objetivo de la investigación fue analizar las concepciones sobre la lectura de profesores de la región de la Araucanía. El diseño fue descriptivo y cualitativo; los participantes fueron 20 docentes de 18 escuelas públicas de las comunas más pobladas, a quienes se les aplicaron entrevistas semiestructuradas, analizadas desde la fenomenografía. Se identificó que los docentes presentan concepciones predominantemente reproductivas y epistémicas con énfasis en uno de ambos perfiles, y que esta relación es definida por el propósito de lectura. Los docentes con tendencias más reproductivas manifiestan fines pragmáticos y estrategias apegadas al texto, mientras que los más epistémicos vinculan esta actividad con el placer y su identidad y son más inclusivos.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e3fc3c2d3a30f1ce3202825a1e6fedb4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83977628,"asset_id":76236471,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83977628/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236471"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236471"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236471; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76236471]").text(description); $(".js-view-count[data-work-id=76236471]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76236471; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76236471']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236470"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236470/An%C3%A1lisis_del_uso_de_los_marcadores_discursivos_en_argumentaciones_escritas_por_estudiantes_universitarios"><img alt="Research paper thumbnail of Análisis del uso de los marcadores discursivos en argumentaciones escritas por estudiantes universitarios" class="work-thumbnail" src="https://attachments.academia-assets.com/83953591/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236470/An%C3%A1lisis_del_uso_de_los_marcadores_discursivos_en_argumentaciones_escritas_por_estudiantes_universitarios">Análisis del uso de los marcadores discursivos en argumentaciones escritas por estudiantes universitarios</a></div><div class="wp-workCard_item"><span>Perfiles Educativos</span><span>, 1969</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">En esta investigación se abordan los problemas de redacción que actualmente tienen los estudiante...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">En esta investigación se abordan los problemas de redacción que actualmente tienen los estudiantes de educación superior a partir del análisis del uso de los marcadores discursivos en sus textos. El corpus escogido son 80 ensayos escritos por estudiantes de la Pontificia Universidad Católica de Chile. Constituye un estudio descriptivo/correlacional y es de tipo exploratorio. Se analiza la estructura de los textos argumentativos en donde operan dichos marcadores, se describen e ilustran las diferentes funciones que los marcadores cumplen en los ensayos y se comprueba el rol preponderante que poseen para el procesamiento de las inferencias. Además, se constata la correspondencia entre la pertinencia de los marcadores y la progresión lógica de los ensayos en donde funcionan. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236469"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236469/Diagn%C3%B3stico_de_la_escritura_de_un_ensayo_de_alumnos_novatos_de_Pedagog%C3%ADa_en_el_campus_Villarica_UC_Chile"><img alt="Research paper thumbnail of Diagnóstico de la escritura de un ensayo de alumnos novatos de Pedagogía en el campus Villarica UC, Chile" class="work-thumbnail" src="https://attachments.academia-assets.com/83953590/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236469/Diagn%C3%B3stico_de_la_escritura_de_un_ensayo_de_alumnos_novatos_de_Pedagog%C3%ADa_en_el_campus_Villarica_UC_Chile">Diagnóstico de la escritura de un ensayo de alumnos novatos de Pedagogía en el campus Villarica UC, Chile</a></div><div class="wp-workCard_item"><span>Perfiles Educativos</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo tiene el objetivo de diagnosticar, de manera cualitativa y cuantitativa, por medio ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo tiene el objetivo de diagnosticar, de manera cualitativa y cuantitativa, por medio de un estudio de caso, las dificultades discursivas y personales que enfrentan durante el año de ingreso los alumnos de la carrera de Pedagogía Básica del campus Villarrica UC (Chile) en la escritura académica de un ensayo. Se trabajó con 33 alumnos y con seis profesores de esa generación. Los estudiantes elaboraron un ensayo argumentativo que fue evaluado en diez dimensiones y participaron en grupos focales, al igual que los docentes. Los resultados evidencian que los estudiantes carecen de conocimientos para desarrollar un ensayo, especialmente de ortografía, contraargumentación e intertextualidad. A su vez, interfieren en ellos los diferentes factores emocionales. Es por esto que nace la necesidad de crear un tipo de formación específica en torno al proceso de escritura.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6ec796d2d27e3f3b7dc149d9726f9137" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83953590,"asset_id":76236469,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83953590/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236469"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236469"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236469; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76236468"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76236468/Assessment_Analysis_of_Ict_Skills_in_Students_of_Primary_Teacher_Training_at_Campus_Uc_in_Villarrica"><img alt="Research paper thumbnail of Assessment Analysis of Ict Skills in Students of Primary Teacher Training at Campus Uc in Villarrica" class="work-thumbnail" src="https://attachments.academia-assets.com/83975759/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76236468/Assessment_Analysis_of_Ict_Skills_in_Students_of_Primary_Teacher_Training_at_Campus_Uc_in_Villarrica">Assessment Analysis of Ict Skills in Students of Primary Teacher Training at Campus Uc in Villarrica</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This research is an assessment type quantitative study conducted in two parts. The first part is ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This research is an assessment type quantitative study conducted in two parts. The first part is about creating and validating an instrument to measure the level of digital skills and the second one is about assessing the digital skills of General Primary Teacher Training students from the Villarrica Campus of the Pontificia Universidad Católica de Chile, in the Araucanía Region. The second part of this research is related to the assessment and analysis of the results, which indicate that the initial stage of teacher training in the Villarrica Campus has a positive impact on the digital skills of students, but they are not as good as a future teacher should have.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="da872a4771265128b8d10702ee3c5754" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83975759,"asset_id":76236468,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83975759/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76236468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76236468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76236468; 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</script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2168072" id="books"><div class="js-work-strip profile--work_container" data-work-id="39751146"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/39751146/_C%C3%B3mo_evaluar_la_escritura_de_los_estudiantes_universitarios_De_la_calificaci%C3%B3n_a_la_evaluaci%C3%B3n_aut%C3%A9ntica_y_de_proceso"><img alt="Research paper thumbnail of ¿Cómo evaluar la escritura de los estudiantes universitarios? De la calificación a la evaluación auténtica y de proceso." class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/39751146/_C%C3%B3mo_evaluar_la_escritura_de_los_estudiantes_universitarios_De_la_calificaci%C3%B3n_a_la_evaluaci%C3%B3n_aut%C3%A9ntica_y_de_proceso">¿Cómo evaluar la escritura de los estudiantes universitarios? De la calificación a la evaluación auténtica y de proceso.</a></div><div class="wp-workCard_item"><span>La lectura y la escritura en las disciplinas: Lineamientos para su enseñanza</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39751146"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39751146"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39751146; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39751146]").text(description); $(".js-view-count[data-work-id=39751146]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39751146; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39751146']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=39751146]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39751146,"title":"¿Cómo evaluar la escritura de los estudiantes universitarios? 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El propósito principal del libro es promover las prácticas de lectura y escritura en las disciplinas durante la formación de grado. Los capítulos brindan herramientas para docentes de materias disciplinares que desean incorporar en sus cursos la lectura y la escritura de los géneros propios de sus campos de saber. También se dirige a los docentes de lenguaje que buscan iniciarse en el trabajo con la comprensión y producción de textos en el nivel superior. Los capítulos que lo componen reportan buenas prácticas de enseñanza puestas a prueba y evaluadas positivamente en las instituciones en que se desarrollaron. Asimismo, recuperan investigaciones sobre las problemáticas en el contexto actual de la educación superior. Desde este punto de partida, el libro propone a los lectores una reflexión sobre las propias prácticas docentes y ofrece herramientas para formar lectores y escritores que dominen los géneros propios de sus campos del saber.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="71c304c619a703022f9f8780237bdf91" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57983230,"asset_id":37967575,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57983230/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37967575"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37967575"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37967575; 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Versión digital.pdf" class="work-thumbnail" src="https://attachments.academia-assets.com/54284849/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34403414/Natale_y_Stagnaro_2016_Alfabetizacion_acade_mica_un_camino_hacia_la_inclusio_n_en_el_nivel_superior_Versio_n_digital_pdf">Natale y Stagnaro (2016) Alfabetizacion académica-un camino hacia la inclusión en el nivel superior. Versión digital.pdf</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ungs.academia.edu/Luc%C3%ADaNatale">Lucía Natale</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz">María Constanza Errázuriz</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Inclusión y alfabetización académica son dos conceptos que atraviesan hoy los discursos sobre la ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Inclusión y alfabetización académica son dos conceptos que atraviesan hoy los discursos sobre la universidad, especialmente en el contexto latinoamericano. La fuerza con la que se han instalado en las investigaciones ha dado lugar a que se configuren como el centro de dos campos de investigación con legitimidad propia, que han dado lugar a una rica producción. Sin embargo, estos conceptos no suelen ser puestos en relación, a pesar de que ambos conllevan la vocación de favorecer la participación social de una mayor cantidad de jóvenes a través de una inserción de calidad en el ámbito de los estudios superiores.<br />En este libro, tras un primer capítulo que entrecruza ambos conceptos, se describen y analizan cinco programas de alfabetización académica de tres países latinoamericanos: uno de Argentina, dos de Chile y dos de México. A partir de la descripción y el análisis de estas iniciativas, se ofrece un panorama sobre diversas modalidades de abordaje de la lectura y la escritura en el nivel universitario. Asimismo, se recogen las voces de los diversos actores participantes de los programas, quienes nos ofrecen su visión sobre la relación entre alfabetización académica e inclusión educativa.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bfe375d998e1d4e76f928939925f0164" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54284849,"asset_id":34403414,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54284849/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34403414"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34403414"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34403414; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34403414]").text(description); $(".js-view-count[data-work-id=34403414]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34403414; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34403414']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bfe375d998e1d4e76f928939925f0164" } } $('.js-work-strip[data-work-id=34403414]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34403414,"title":"Natale y Stagnaro (2016) Alfabetizacion académica-un camino hacia la inclusión en el nivel superior. 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La fuerza con la que se han instalado en las investigaciones ha hecho que se configuren como el centro de dos campos de investigación con legitimidad propia. Sin embargo, estos conceptos no suelen ser puestos en relación, a pesar de que ambos conllevan la vocación de favorecer la participación social de una mayor cantidad de jóvenes a través de una inserción de calidad en el ámbito de los estudios superiores. <br />En este libro, tras un primer capítulo que entrecruza ambos conceptos, se describen y analizan cinco programas de alfabetización académica de tres países latinoamericanos: uno de Argentina, dos de Chile y dos de México. A partir de la descripción y el análisis de estas iniciativas, se ofrece un panorama sobre diversas modalidades de abordaje de la lectura y la escritura en el nivel universitario. Asimismo, se recogen las voces de los diversos actores participantes de los programas, quienes nos ofrecen su visión sobre la relación entre alfabetización académica e inclusión educativa.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d75e84a9048fc70733a61af9bf538a9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51734814,"asset_id":31353291,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51734814/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31353291"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31353291"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31353291; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31353291]").text(description); $(".js-view-count[data-work-id=31353291]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31353291; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31353291']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0d75e84a9048fc70733a61af9bf538a9" } } $('.js-work-strip[data-work-id=31353291]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31353291,"title":"Lucía Natale y Daniela Stagnaro (compiladoras)","translated_title":"","metadata":{"abstract":"Inclusión y alfabetización académica son dos conceptos que atraviesan hoy los discursos sobre la universidad, especialmente en el contexto latinoamericano. La fuerza con la que se han instalado en las investigaciones ha hecho que se configuren como el centro de dos campos de investigación con legitimidad propia. Sin embargo, estos conceptos no suelen ser puestos en relación, a pesar de que ambos conllevan la vocación de favorecer la participación social de una mayor cantidad de jóvenes a través de una inserción de calidad en el ámbito de los estudios superiores. \nEn este libro, tras un primer capítulo que entrecruza ambos conceptos, se describen y analizan cinco programas de alfabetización académica de tres países latinoamericanos: uno de Argentina, dos de Chile y dos de México. A partir de la descripción y el análisis de estas iniciativas, se ofrece un panorama sobre diversas modalidades de abordaje de la lectura y la escritura en el nivel universitario. 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Villarrica: Ediciones Campus Villarrica UC" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/9409677/Alfabetizaci%C3%B3n_Acad%C3%A9mica_para_la_formaci%C3%B3n_de_profesores_una_estrategia_de_aprendizaje_en_todas_las_disciplinas_Villarrica_Ediciones_Campus_Villarrica_UC">Alfabetización Académica para la formación de profesores: una estrategia de aprendizaje en todas las disciplinas. Villarrica: Ediciones Campus Villarrica UC</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz">María Constanza Errázuriz</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LilianaFuentes2">Liliana Fuentes</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9409677"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9409677"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9409677; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9409677]").text(description); $(".js-view-count[data-work-id=9409677]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9409677; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9409677']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=9409677]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9409677,"title":"Alfabetización Académica para la formación de profesores: una estrategia de aprendizaje en todas las disciplinas. 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(2012). Vocación y persistencia en la Pedagogía. Herramientas para la planificación y gestión pública de la Beca Vocación de Profesor 2011 (Cap. III), en Propuestas para Chile. Santiago: Centro de Políticas Públicas UC, 73 - 99." class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/9409635/G%C3%B3mez_V_Canales_A_Err%C3%A1zuriz_M_Sebasti%C3%A1n_C_y_Echeverr%C3%ADa_U_2012_Vocaci%C3%B3n_y_persistencia_en_la_Pedagog%C3%ADa_Herramientas_para_la_planificaci%C3%B3n_y_gesti%C3%B3n_p%C3%BAblica_de_la_Beca_Vocaci%C3%B3n_de_Profesor_2011_Cap_III_en_Propuestas_para_Chile_Santiago_Centro_de_Pol%C3%ADticas_P%C3%BAblicas_UC_73_99">Gómez, V.; Canales, A.; Errázuriz, M.; Sebastián, C. y Echeverría, U. (2012). Vocación y persistencia en la Pedagogía. Herramientas para la planificación y gestión pública de la Beca Vocación de Profesor 2011 (Cap. III), en Propuestas para Chile. Santiago: Centro de Políticas Públicas UC, 73 - 99.</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz">María Constanza Errázuriz</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ioe-ac.academia.edu/AlejandraCanalesTapia">Alejandra Canales-Tapia</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La Beca Vocación de Profesor nace para resolver uno de los problemas más importantes para el país...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La Beca Vocación de Profesor nace para resolver uno de los problemas más importantes para el país: la necesidad de atraer a los mejores estudiantes a estudiar pedagogía, especialmente para que en el futuro se desempeñen las escuelas más vulnerables. Este es un anhelo compartido por quienes formamos parte de la comunidad académica. No obstante, es necesario revisar cómo se está implementando esta política de manera de resolver problemas operativos y, al mismo tiempo, analizar cuestiones más de fondo que pueden incidir en la efectividad de la BVP.<br /><br />Esta Beca ofrece incentivos económicos considerables para estudiantes con más de 600 puntos en la PSU que desean estudiar pedagogía, tales como pago del arancel de la carrera, un monto de dinero mensual e incluso una pasantía en el extranjero para quienes posean los puntajes más altos. También incorpora a los alumnos BEA del 10% superior que obtienen más de 580 puntos en la PSU. <br /><br />En un análisis documental sobre los problemas operativos de la BVP se han constatado problemas entre la matrícula y la adjudicación; en la elegibilidad de las universidades, el tiempo de gracia para exigir el pago del pagaré en caso de abandono y el nombre de la Beca. Nuestras sugerencias son adelantar el plazo de entrega de información entre universidades y Mineduc, aumentar la exigencia de años de acreditación de las universidades, elaboración de mecanismos diferenciados para la devolución de acuerdo al quintil y posibilidades económica de las familias, y modificar el nombre o bien educar a la sociedad acerca del significado del concepto de “vocación” al que refiere la Beca.<br /><br />En una indagación cualitativa con estudiantes y académicos de diversas universidades del país, encontramos visiones críticas acerca del significado de la Beca y sus supuestos. La mayoría piensa que no mide vocación y que debiera implementarse un sistema de evaluación complementario que realmente capte a quienes serían los mejores profesores. La demanda por ciertas universidades comienza a producir una concentración de estudiantes becados en las grandes capitales, dejando a la vista un claro problema de la calidad de la formación entre instituciones.<br /><br />De acuerdo a nuestro análisis de las políticas relacionadas con el mejoramiento de sistema educativo encontramos que todavía está pendiente el logro de una articulación entre éstas. Coordinar las legislaciones respecto a atracción, formación, inducción, retención, desarrollo profesional y jubilación, haría más atractiva la profesión, no obstante, aún estamos lejos de esto.<br /><br />Finalmente, considerando que la BVP es un aporte para la atracción de los mejores a la educación, sugerimos atender a la necesidad de ampliar el espectro de candidatos elegibles para la Beca incluyendo a aquellos estudiantes BEA sin requisito de puntaje; crear un sistema complementario de selección; establecer mecanismos de detección temprana del abandono; instalar un modelo de inducción al trabajo en las escuelas, y establecer mecanismos de evaluación continua, tales como la elaboración de un portafolio y elevar el número de años de devolución exigido (desempeñándose como profesores en escuelas municipales o subvencionadas), considerando que un profesor se transforma en experto en un período entre 5 y 7 años.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9409635"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9409635"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9409635; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9409635]").text(description); $(".js-view-count[data-work-id=9409635]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9409635; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9409635']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=9409635]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9409635,"title":"Gómez, V.; Canales, A.; Errázuriz, M.; Sebastián, C. y Echeverría, U. (2012). Vocación y persistencia en la Pedagogía. Herramientas para la planificación y gestión pública de la Beca Vocación de Profesor 2011 (Cap. III), en Propuestas para Chile. Santiago: Centro de Políticas Públicas UC, 73 - 99.","internal_url":"https://www.academia.edu/9409635/G%C3%B3mez_V_Canales_A_Err%C3%A1zuriz_M_Sebasti%C3%A1n_C_y_Echeverr%C3%ADa_U_2012_Vocaci%C3%B3n_y_persistencia_en_la_Pedagog%C3%ADa_Herramientas_para_la_planificaci%C3%B3n_y_gesti%C3%B3n_p%C3%BAblica_de_la_Beca_Vocaci%C3%B3n_de_Profesor_2011_Cap_III_en_Propuestas_para_Chile_Santiago_Centro_de_Pol%C3%ADticas_P%C3%BAblicas_UC_73_99","owner_id":21025793,"coauthors_can_edit":true,"owner":{"id":21025793,"first_name":"María Constanza","middle_initials":"","last_name":"Errázuriz","page_name":"Constanzaerrázuriz","domain_name":"ricuc","created_at":"2014-11-08T05:18:25.483-08:00","display_name":"María Constanza Errázuriz","url":"https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2168113" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="23925544"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/23925544/Metodolog%C3%ADas_y_dispositivos_para_el_desarrollo_de_la_escritura_en_la_formaci%C3%B3n_docente_y_escolar_En_Seminario_El_rol_del_docente_en_la_ense%C3%B1anza_de_la_escritura_en_la_educaci%C3%B3n_escolar_y_superior_Villarrica_2014_"><img alt="Research paper thumbnail of Metodologías y dispositivos para el desarrollo de la escritura en la formación docente y escolar, En Seminario El rol del docente en la enseñanza de la escritura en la educación escolar y superior (Villarrica, 2014)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/23925544/Metodolog%C3%ADas_y_dispositivos_para_el_desarrollo_de_la_escritura_en_la_formaci%C3%B3n_docente_y_escolar_En_Seminario_El_rol_del_docente_en_la_ense%C3%B1anza_de_la_escritura_en_la_educaci%C3%B3n_escolar_y_superior_Villarrica_2014_">Metodologías y dispositivos para el desarrollo de la escritura en la formación docente y escolar, En Seminario El rol del docente en la enseñanza de la escritura en la educación escolar y superior (Villarrica, 2014)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uc-cl.academia.edu/MARIAVERONICASANCHEZGIBBONS">MARIA VERONICA SANCHEZ GIBBONS</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz">María Constanza Errázuriz</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="23925544"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="23925544"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23925544; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9409821"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/9409821/Implicit_Theories_about_the_writing_processes_of_students_in_Initial_Teacher_Education_Programs_of_Chile_en_Conference_of_Writing_Research_Amsterdam_27_29_de_agosto_2014_"><img alt="Research paper thumbnail of Implicit Theories about the writing processes of students in Initial Teacher Education Programs of Chile”, en Conference of Writing Research, Amsterdam (27-29 de agosto, 2014)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/9409821/Implicit_Theories_about_the_writing_processes_of_students_in_Initial_Teacher_Education_Programs_of_Chile_en_Conference_of_Writing_Research_Amsterdam_27_29_de_agosto_2014_">Implicit Theories about the writing processes of students in Initial Teacher Education Programs of Chile”, en Conference of Writing Research, Amsterdam (27-29 de agosto, 2014)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This work presents the partial results of a research aimed at identifying and analysing the impli...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This work presents the partial results of a research aimed at identifying and analysing the implicit theories of the writing processes in Primary Education students and teacher trainers. The importance of studying implicit theories lies in the failures detected in teacher education programmes and in reading and writing skills of students in the Chilean school and university system, since it has been ascertained (Makuc, 2012; Lonka et al, 2014, White & Bruning, 2005) that conceptions mediate the interaction between writers and their writing processes and the text they are writing, increasing or limiting their text production performance levels. Consequently, gaining insight of them is critical to understand how to conceptually change them (Scheuer & Pozo, 2006) and thus improve these skills. <br /> <br />Implicit theories are world views that mediate knowledge, guide people’s actions and are resistant to change (Pozo et al, 2006). With respect to the implicit theories on writing processes, White & Bruning’s typology (2005) will be considered. It states that transmissional conceptions are inherent to new writers and are characterised by replicating knowledge without discussing different standpoints and without questioning the content, whereas transactional conceptions are inherent to experienced writers and are characterised by transforming knowledge, by confronting different opinions and weighing the positions in order to create original points of view (Bereiter & Scardamalia, 1987; Hernández, 2012). In fact, White & Bruning (2005) proved that writing notions, experience and efficacy are related to each other (Lonka & Ketonen, 2012). <br /> <br />The writing models that will be analysed are, firstly, the representation of mental constructs in a text through the processes required to access knowledge, planning, writing and reviewing (Flower, 1989; Didactext, 2003) from a cognitive-constructivist and socio-cultural vision. On the other hand, the concept of Writing Across the Curriculum, which  is the development of writing all through the entire curriculum of university studies, since it has an epistemic potential to access knowledge and construe it (Bazerman et al., 2005; Carlino, 2005; Thaiss et al., 2012), is reviewed. <br /> <br />The methodology used in this study is a mixed quantitative and qualitative design that includes the participation of first and fourth year students and teacher trainers from all the universities with Primary Education programmes in Chile’s 9th Region (n=500). The instrument reviews by White & Bruning (2004) and Villalón & Mateos (2009) were considered. Based on them, a questionnaire on writing concepts (Errázuriz) and focus group questions was prepared to evaluate the implicit theories on writing processes. To validate the content, the construct and the reliability of the questionnaire, the evaluation of three expert judges and the statistical analysis, factorial in its application, were taken into account. The first application of this instrument obtained a Cronbach’s Alpha of 0.80; therefore, it proved to be reliable enough. To quantitatively analyse the data obtained, correlational analyses were conducted among the different types of implicit theories on writing processes in students by applying the Pearson test. In the future, the information will be qualitatively analysed by way of lexicometry and the discourse analysis. <br /> <br />The partial results in the first application of the instrument indicated that pedagogy students showed both conceptions simultaneously. In this sense, it can be expected that students may show contradictions in their answers and keep both conceptions (White & Bruning, 2005). In addition, the degree of evolution of the fourth year implicit theories is insignificant compared to the first year ones, which indicates little impact of the training. Finally, the planning dimension showed the lowest level of transmissional conceptions and the highest transactional levels, whereas the purposes dimension was more consistent with implicit transmissional theories. With respect to the projections of this study, the trainers’ conceptions and practices will be identified soon and the relationship between the conceptions and writing performance (White & Bruning, 2005) will be assessed because in the last year of the research a writing centre will be implemented to ascertain its impact on the conceptions and its efficacy on writing. <br /> <br />• This study is financed by Conicyt, Fondecyt  de Iniciación No. 11130560 “Types of implicit theories on writing processes in students, trainers and tutor professors in initial teacher education programmes: Analysis of an meaningful relationship for the development of writing skills”</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9409821"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9409821"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9409821; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9409821]").text(description); $(".js-view-count[data-work-id=9409821]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9409821; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9409821']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=9409821]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9409821,"title":"Implicit Theories about the writing processes of students in Initial Teacher Education Programs of Chile”, en Conference of Writing Research, Amsterdam (27-29 de agosto, 2014)","translated_title":"","metadata":{"abstract":"This work presents the partial results of a research aimed at identifying and analysing the implicit theories of the writing processes in Primary Education students and teacher trainers. The importance of studying implicit theories lies in the failures detected in teacher education programmes and in reading and writing skills of students in the Chilean school and university system, since it has been ascertained (Makuc, 2012; Lonka et al, 2014, White \u0026 Bruning, 2005) that conceptions mediate the interaction between writers and their writing processes and the text they are writing, increasing or limiting their text production performance levels. Consequently, gaining insight of them is critical to understand how to conceptually change them (Scheuer \u0026 Pozo, 2006) and thus improve these skills. \r\n\r\nImplicit theories are world views that mediate knowledge, guide people’s actions and are resistant to change (Pozo et al, 2006). With respect to the implicit theories on writing processes, White \u0026 Bruning’s typology (2005) will be considered. It states that transmissional conceptions are inherent to new writers and are characterised by replicating knowledge without discussing different standpoints and without questioning the content, whereas transactional conceptions are inherent to experienced writers and are characterised by transforming knowledge, by confronting different opinions and weighing the positions in order to create original points of view (Bereiter \u0026 Scardamalia, 1987; Hernández, 2012). In fact, White \u0026 Bruning (2005) proved that writing notions, experience and efficacy are related to each other (Lonka \u0026 Ketonen, 2012).\r\n\r\nThe writing models that will be analysed are, firstly, the representation of mental constructs in a text through the processes required to access knowledge, planning, writing and reviewing (Flower, 1989; Didactext, 2003) from a cognitive-constructivist and socio-cultural vision. On the other hand, the concept of Writing Across the Curriculum, which is the development of writing all through the entire curriculum of university studies, since it has an epistemic potential to access knowledge and construe it (Bazerman et al., 2005; Carlino, 2005; Thaiss et al., 2012), is reviewed.\r\n\r\nThe methodology used in this study is a mixed quantitative and qualitative design that includes the participation of first and fourth year students and teacher trainers from all the universities with Primary Education programmes in Chile’s 9th Region (n=500). The instrument reviews by White \u0026 Bruning (2004) and Villalón \u0026 Mateos (2009) were considered. Based on them, a questionnaire on writing concepts (Errázuriz) and focus group questions was prepared to evaluate the implicit theories on writing processes. To validate the content, the construct and the reliability of the questionnaire, the evaluation of three expert judges and the statistical analysis, factorial in its application, were taken into account. The first application of this instrument obtained a Cronbach’s Alpha of 0.80; therefore, it proved to be reliable enough. To quantitatively analyse the data obtained, correlational analyses were conducted among the different types of implicit theories on writing processes in students by applying the Pearson test. In the future, the information will be qualitatively analysed by way of lexicometry and the discourse analysis.\r\n\r\nThe partial results in the first application of the instrument indicated that pedagogy students showed both conceptions simultaneously. In this sense, it can be expected that students may show contradictions in their answers and keep both conceptions (White \u0026 Bruning, 2005). In addition, the degree of evolution of the fourth year implicit theories is insignificant compared to the first year ones, which indicates little impact of the training. Finally, the planning dimension showed the lowest level of transmissional conceptions and the highest transactional levels, whereas the purposes dimension was more consistent with implicit transmissional theories. With respect to the projections of this study, the trainers’ conceptions and practices will be identified soon and the relationship between the conceptions and writing performance (White \u0026 Bruning, 2005) will be assessed because in the last year of the research a writing centre will be implemented to ascertain its impact on the conceptions and its efficacy on writing.\r\n\r\n•\tThis study is financed by Conicyt, Fondecyt de Iniciación No. 11130560 “Types of implicit theories on writing processes in students, trainers and tutor professors in initial teacher education programmes: Analysis of an meaningful relationship for the development of writing skills”\r\n","location":"Amsterdam","event_date":{"day":null,"month":null,"year":2014,"errors":{}}},"translated_abstract":"This work presents the partial results of a research aimed at identifying and analysing the implicit theories of the writing processes in Primary Education students and teacher trainers. The importance of studying implicit theories lies in the failures detected in teacher education programmes and in reading and writing skills of students in the Chilean school and university system, since it has been ascertained (Makuc, 2012; Lonka et al, 2014, White \u0026 Bruning, 2005) that conceptions mediate the interaction between writers and their writing processes and the text they are writing, increasing or limiting their text production performance levels. Consequently, gaining insight of them is critical to understand how to conceptually change them (Scheuer \u0026 Pozo, 2006) and thus improve these skills. \r\n\r\nImplicit theories are world views that mediate knowledge, guide people’s actions and are resistant to change (Pozo et al, 2006). With respect to the implicit theories on writing processes, White \u0026 Bruning’s typology (2005) will be considered. It states that transmissional conceptions are inherent to new writers and are characterised by replicating knowledge without discussing different standpoints and without questioning the content, whereas transactional conceptions are inherent to experienced writers and are characterised by transforming knowledge, by confronting different opinions and weighing the positions in order to create original points of view (Bereiter \u0026 Scardamalia, 1987; Hernández, 2012). In fact, White \u0026 Bruning (2005) proved that writing notions, experience and efficacy are related to each other (Lonka \u0026 Ketonen, 2012).\r\n\r\nThe writing models that will be analysed are, firstly, the representation of mental constructs in a text through the processes required to access knowledge, planning, writing and reviewing (Flower, 1989; Didactext, 2003) from a cognitive-constructivist and socio-cultural vision. On the other hand, the concept of Writing Across the Curriculum, which is the development of writing all through the entire curriculum of university studies, since it has an epistemic potential to access knowledge and construe it (Bazerman et al., 2005; Carlino, 2005; Thaiss et al., 2012), is reviewed.\r\n\r\nThe methodology used in this study is a mixed quantitative and qualitative design that includes the participation of first and fourth year students and teacher trainers from all the universities with Primary Education programmes in Chile’s 9th Region (n=500). The instrument reviews by White \u0026 Bruning (2004) and Villalón \u0026 Mateos (2009) were considered. Based on them, a questionnaire on writing concepts (Errázuriz) and focus group questions was prepared to evaluate the implicit theories on writing processes. To validate the content, the construct and the reliability of the questionnaire, the evaluation of three expert judges and the statistical analysis, factorial in its application, were taken into account. The first application of this instrument obtained a Cronbach’s Alpha of 0.80; therefore, it proved to be reliable enough. To quantitatively analyse the data obtained, correlational analyses were conducted among the different types of implicit theories on writing processes in students by applying the Pearson test. In the future, the information will be qualitatively analysed by way of lexicometry and the discourse analysis.\r\n\r\nThe partial results in the first application of the instrument indicated that pedagogy students showed both conceptions simultaneously. In this sense, it can be expected that students may show contradictions in their answers and keep both conceptions (White \u0026 Bruning, 2005). In addition, the degree of evolution of the fourth year implicit theories is insignificant compared to the first year ones, which indicates little impact of the training. Finally, the planning dimension showed the lowest level of transmissional conceptions and the highest transactional levels, whereas the purposes dimension was more consistent with implicit transmissional theories. With respect to the projections of this study, the trainers’ conceptions and practices will be identified soon and the relationship between the conceptions and writing performance (White \u0026 Bruning, 2005) will be assessed because in the last year of the research a writing centre will be implemented to ascertain its impact on the conceptions and its efficacy on writing.\r\n\r\n•\tThis study is financed by Conicyt, Fondecyt de Iniciación No. 11130560 “Types of implicit theories on writing processes in students, trainers and tutor professors in initial teacher education programmes: Analysis of an meaningful relationship for the development of writing skills”\r\n","internal_url":"https://www.academia.edu/9409821/Implicit_Theories_about_the_writing_processes_of_students_in_Initial_Teacher_Education_Programs_of_Chile_en_Conference_of_Writing_Research_Amsterdam_27_29_de_agosto_2014_","translated_internal_url":"","created_at":"2014-11-20T01:46:03.280-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":21025793,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[],"slug":"Implicit_Theories_about_the_writing_processes_of_students_in_Initial_Teacher_Education_Programs_of_Chile_en_Conference_of_Writing_Research_Amsterdam_27_29_de_agosto_2014_","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"This work presents the partial results of a research aimed at identifying and analysing the implicit theories of the writing processes in Primary Education students and teacher trainers. The importance of studying implicit theories lies in the failures detected in teacher education programmes and in reading and writing skills of students in the Chilean school and university system, since it has been ascertained (Makuc, 2012; Lonka et al, 2014, White \u0026 Bruning, 2005) that conceptions mediate the interaction between writers and their writing processes and the text they are writing, increasing or limiting their text production performance levels. Consequently, gaining insight of them is critical to understand how to conceptually change them (Scheuer \u0026 Pozo, 2006) and thus improve these skills. \r\n\r\nImplicit theories are world views that mediate knowledge, guide people’s actions and are resistant to change (Pozo et al, 2006). With respect to the implicit theories on writing processes, White \u0026 Bruning’s typology (2005) will be considered. It states that transmissional conceptions are inherent to new writers and are characterised by replicating knowledge without discussing different standpoints and without questioning the content, whereas transactional conceptions are inherent to experienced writers and are characterised by transforming knowledge, by confronting different opinions and weighing the positions in order to create original points of view (Bereiter \u0026 Scardamalia, 1987; Hernández, 2012). In fact, White \u0026 Bruning (2005) proved that writing notions, experience and efficacy are related to each other (Lonka \u0026 Ketonen, 2012).\r\n\r\nThe writing models that will be analysed are, firstly, the representation of mental constructs in a text through the processes required to access knowledge, planning, writing and reviewing (Flower, 1989; Didactext, 2003) from a cognitive-constructivist and socio-cultural vision. On the other hand, the concept of Writing Across the Curriculum, which is the development of writing all through the entire curriculum of university studies, since it has an epistemic potential to access knowledge and construe it (Bazerman et al., 2005; Carlino, 2005; Thaiss et al., 2012), is reviewed.\r\n\r\nThe methodology used in this study is a mixed quantitative and qualitative design that includes the participation of first and fourth year students and teacher trainers from all the universities with Primary Education programmes in Chile’s 9th Region (n=500). The instrument reviews by White \u0026 Bruning (2004) and Villalón \u0026 Mateos (2009) were considered. Based on them, a questionnaire on writing concepts (Errázuriz) and focus group questions was prepared to evaluate the implicit theories on writing processes. To validate the content, the construct and the reliability of the questionnaire, the evaluation of three expert judges and the statistical analysis, factorial in its application, were taken into account. The first application of this instrument obtained a Cronbach’s Alpha of 0.80; therefore, it proved to be reliable enough. To quantitatively analyse the data obtained, correlational analyses were conducted among the different types of implicit theories on writing processes in students by applying the Pearson test. In the future, the information will be qualitatively analysed by way of lexicometry and the discourse analysis.\r\n\r\nThe partial results in the first application of the instrument indicated that pedagogy students showed both conceptions simultaneously. In this sense, it can be expected that students may show contradictions in their answers and keep both conceptions (White \u0026 Bruning, 2005). In addition, the degree of evolution of the fourth year implicit theories is insignificant compared to the first year ones, which indicates little impact of the training. Finally, the planning dimension showed the lowest level of transmissional conceptions and the highest transactional levels, whereas the purposes dimension was more consistent with implicit transmissional theories. With respect to the projections of this study, the trainers’ conceptions and practices will be identified soon and the relationship between the conceptions and writing performance (White \u0026 Bruning, 2005) will be assessed because in the last year of the research a writing centre will be implemented to ascertain its impact on the conceptions and its efficacy on writing.\r\n\r\n•\tThis study is financed by Conicyt, Fondecyt de Iniciación No. 11130560 “Types of implicit theories on writing processes in students, trainers and tutor professors in initial teacher education programmes: Analysis of an meaningful relationship for the development of writing skills”\r\n","owner":{"id":21025793,"first_name":"María Constanza","middle_initials":"","last_name":"Errázuriz","page_name":"Constanzaerrázuriz","domain_name":"ricuc","created_at":"2014-11-08T05:18:25.483-08:00","display_name":"María Constanza Errázuriz","url":"https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz"},"attachments":[],"research_interests":[{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training"},{"id":24277,"name":"Writing Across the Curriculum","url":"https://www.academia.edu/Documents/in/Writing_Across_the_Curriculum"},{"id":182215,"name":"Implicit theories","url":"https://www.academia.edu/Documents/in/Implicit_theories"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9409763"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/9409763/El_desarrollo_de_la_escritura_acad%C3%A9mica_en_la_formaci%C3%B3n_inicial_docente_El_centro_de_escritura_como_estrategia_de_asesor%C3%ADa_para_estudiantes_y_formadores_en_III_Congreso_Nacional_de_Pedagog%C3%ADa_C%C3%A1tedra_UNESCO_Osorno_Chile_24_26_de_abril_2014_"><img alt="Research paper thumbnail of El desarrollo de la escritura académica en la formación inicial docente: El centro de escritura como estrategia de asesoría para estudiantes y formadores, en III Congreso Nacional de Pedagogía, Cátedra UNESCO, Osorno, Chile (24-26 de abril 2014)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/9409763/El_desarrollo_de_la_escritura_acad%C3%A9mica_en_la_formaci%C3%B3n_inicial_docente_El_centro_de_escritura_como_estrategia_de_asesor%C3%ADa_para_estudiantes_y_formadores_en_III_Congreso_Nacional_de_Pedagog%C3%ADa_C%C3%A1tedra_UNESCO_Osorno_Chile_24_26_de_abril_2014_">El desarrollo de la escritura académica en la formación inicial docente: El centro de escritura como estrategia de asesoría para estudiantes y formadores, en III Congreso Nacional de Pedagogía, Cátedra UNESCO, Osorno, Chile (24-26 de abril 2014)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz">María Constanza Errázuriz</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uc-cl.academia.edu/MARIAVERONICASANCHEZGIBBONS">MARIA VERONICA SANCHEZ GIBBONS</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9409763"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9409763"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9409763; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2175660" id="researchfunds"><div class="js-work-strip profile--work_container" data-work-id="9434144"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/9434144/Tipos_de_teor%C3%ADas_impl%C3%ADcitas_sobre_los_procesos_de_escritura_de_estudiantes_formadores_y_profesores_tutores_de_programas_de_formaci%C3%B3n_inicial_docente_An%C3%A1lisis_de_una_relaci%C3%B3n_significativa_para_el_desarrollo_de_las_competencias_de_escritura"><img alt="Research paper thumbnail of Tipos de teorías implícitas sobre los procesos de escritura de estudiantes, formadores y profesores tutores de programas de formación inicial docente: Análisis de una relación significativa para el desarrollo de las competencias de escritura" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/9434144/Tipos_de_teor%C3%ADas_impl%C3%ADcitas_sobre_los_procesos_de_escritura_de_estudiantes_formadores_y_profesores_tutores_de_programas_de_formaci%C3%B3n_inicial_docente_An%C3%A1lisis_de_una_relaci%C3%B3n_significativa_para_el_desarrollo_de_las_competencias_de_escritura">Tipos de teorías implícitas sobre los procesos de escritura de estudiantes, formadores y profesores tutores de programas de formación inicial docente: Análisis de una relación significativa para el desarrollo de las competencias de escritura</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La presente investigación tiene como objetivo general identificar y analizar los tipos de teorías...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La presente investigación tiene como objetivo general identificar y analizar los tipos de teorías implícitas acerca de los procesos de escritura de estudiantes de Pedagogía Básica, formadores de profesores y profesores tutores y su relación con la calidad de la escritura de los estudiantes. La relevancia de las competencias de lectura y escritura para mejorar la calidad de la educación es declarada por la Ley General de Educación (2007) y constatada por diversas investigaciones, debido a que es una herramienta de aprendizaje que tiene una función epistémica, pues es la puerta de acceso al conocimiento y el medio para generarlo en todas las disciplinas del currículo La necesidad de estudiar las teorías implícitas de estos sujetos surge de las falencias detectadas en los programas de formación inicial docente en Chile y de las deficiencias en las competencias de lectura y escritura de alumnos del sistema escolar y de programas FID chilenos evidenciadas por los resultados de varias evaluaciones nacionales e internacionales (PISA, SIMCE, INICIA, Examen de Comunicación Escrita UC), pues la evidencia correlacional indica que la formación de los profesores y la efectividad de sus prácticas constituyen los factores cruciales de la calidad de la educación. Por lo tanto, conocer y analizar las teorías implícitas sobre los procesos de escritura de los distintos actores de los programas FID se revela como una estrategia clave para comprender este fenómeno y producir el cambio conceptual de sus concepciones sobre la producción de textos, para así elevar el nivel de estas habilidades y la calidad de la educación escolar. <br />Con respecto a las teorías implícitas, son concepciones de mundo y constructos de pensamiento social que median el conocimiento, pues son constructos epistémicos de representación de la realidad que guían las acciones de los sujetos. De este modo, las teorías que las personas tienen acerca de un fenómeno constituyen el conjunto de conocimientos que se activan a partir de las exigencias de un contexto. En cuanto a las teorías implícitas acerca de los procesos de escritura, se considerarán las siguientes tipologías: superficiales o profundas (Marton y Saljö, 1976; Mateos et al, 2006), de transmisión o transaccionales (Schraw & Bruning, 1999; White & Bruning, 2004), decir o transformar el conocimiento (Bereiter y Scardamalia, 1987) y reproductivas o constructivas (Hernández, 2012). <br />En cuanto a los modelos sobre los procesos de escritura que se abordarán en esta investigación, la primera es entendida desde una visión cognitivo-constructivista y sociocultural que propone la representación de construcciones mentales en un texto escrito a través de los procesos de planificación, escritura y revisión; estos están insertos en contextos culturales que es necesario atender. Por otra parte, también se revisa la concepción de alfabetización académica, esta consiste en el desarrollo de la escritura a lo largo de todo el currículo de las carreras universitarias, debido a que son las herramientas mediadoras para acceder al conocimiento y construirlo en entornos académicos. En relación con la metodología de este estudio, es un diseño mixto cualitativo-cuantitativo que incluye la participación de una muestra de los estudiantes de primer y cuarto año de de los programas de Pedagogía Básica de la IX Región, de los formadores de estos programas y de los profesores tutores de las prácticas en estas carreras. Se considera el diseño, adaptación y validación de instrumentos para evaluar las teorías implícitas sobre los procesos de escritura (White y Bruning, 2004) y la calidad de los procesos de escritura de un ensayo. Estos instrumentos permitirán caracterizar las teorías implícitas sobre los procesos de escritura de los diferentes actores educativos, realizar comparaciones de estas, conocer el nivel de desempeño en la producción de ensayos de los alumnos, constatar la correspondencia entre las teorías implícitas y el nivel de escritura de los estudiantes, conocer el impacto de los programas de formación inicial docente en la calidad de la escritura y de las teorías implícitas de los alumnos y establecer la distancia entre los tipos de teorías implícitas identificadas y las concepciones de escritura presentes en las Bases Curriculares y los Estándares de Desempeño de Escritura para Profesores Básicos. Por último, se contempla implementar un centro de escritura para fomentar la reflexión sobre esta y, así comprender el potencial que tiene este mecanismo para el cambio conceptual y la mejora de las competencias de escritura. <br />Finalmente, se espera obtener resultados que permitan alcanzar una mayor comprensión de las teorías implícitas sobre los procesos de escritura de los estudiantes, formadores y profesores tutores, así como de estrategias para impulsar el cambio desde la formación docente, enfocándonos en quienes enseñan a los docentes que se desempeñarán enlas escuelas. Por último se espera avanzar en términos metodológicos, desarrollando instrumentos que permitan impulsar la investigación sobre profesores, en específico respecto de sus teorías implícitas, lo que contribuirá a comprender de mejor modo el proceso de aprender a enseñar la producción escrita en el sistema escolar.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9434144"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9434144"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9434144; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9434144]").text(description); $(".js-view-count[data-work-id=9434144]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9434144; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9434144']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=9434144]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9434144,"title":"Tipos de teorías implícitas sobre los procesos de escritura de estudiantes, formadores y profesores tutores de programas de formación inicial docente: Análisis de una relación significativa para el desarrollo de las competencias de escritura","translated_title":"","metadata":{"abstract":"La presente investigación tiene como objetivo general identificar y analizar los tipos de teorías implícitas acerca de los procesos de escritura de estudiantes de Pedagogía Básica, formadores de profesores y profesores tutores y su relación con la calidad de la escritura de los estudiantes. La relevancia de las competencias de lectura y escritura para mejorar la calidad de la educación es declarada por la Ley General de Educación (2007) y constatada por diversas investigaciones, debido a que es una herramienta de aprendizaje que tiene una función epistémica, pues es la puerta de acceso al conocimiento y el medio para generarlo en todas las disciplinas del currículo La necesidad de estudiar las teorías implícitas de estos sujetos surge de las falencias detectadas en los programas de formación inicial docente en Chile y de las deficiencias en las competencias de lectura y escritura de alumnos del sistema escolar y de programas FID chilenos evidenciadas por los resultados de varias evaluaciones nacionales e internacionales (PISA, SIMCE, INICIA, Examen de Comunicación Escrita UC), pues la evidencia correlacional indica que la formación de los profesores y la efectividad de sus prácticas constituyen los factores cruciales de la calidad de la educación. Por lo tanto, conocer y analizar las teorías implícitas sobre los procesos de escritura de los distintos actores de los programas FID se revela como una estrategia clave para comprender este fenómeno y producir el cambio conceptual de sus concepciones sobre la producción de textos, para así elevar el nivel de estas habilidades y la calidad de la educación escolar.\r\nCon respecto a las teorías implícitas, son concepciones de mundo y constructos de pensamiento social que median el conocimiento, pues son constructos epistémicos de representación de la realidad que guían las acciones de los sujetos. De este modo, las teorías que las personas tienen acerca de un fenómeno constituyen el conjunto de conocimientos que se activan a partir de las exigencias de un contexto. En cuanto a las teorías implícitas acerca de los procesos de escritura, se considerarán las siguientes tipologías: superficiales o profundas (Marton y Saljö, 1976; Mateos et al, 2006), de transmisión o transaccionales (Schraw \u0026 Bruning, 1999; White \u0026 Bruning, 2004), decir o transformar el conocimiento (Bereiter y Scardamalia, 1987) y reproductivas o constructivas (Hernández, 2012).\r\nEn cuanto a los modelos sobre los procesos de escritura que se abordarán en esta investigación, la primera es entendida desde una visión cognitivo-constructivista y sociocultural que propone la representación de construcciones mentales en un texto escrito a través de los procesos de planificación, escritura y revisión; estos están insertos en contextos culturales que es necesario atender. Por otra parte, también se revisa la concepción de alfabetización académica, esta consiste en el desarrollo de la escritura a lo largo de todo el currículo de las carreras universitarias, debido a que son las herramientas mediadoras para acceder al conocimiento y construirlo en entornos académicos. En relación con la metodología de este estudio, es un diseño mixto cualitativo-cuantitativo que incluye la participación de una muestra de los estudiantes de primer y cuarto año de de los programas de Pedagogía Básica de la IX Región, de los formadores de estos programas y de los profesores tutores de las prácticas en estas carreras. Se considera el diseño, adaptación y validación de instrumentos para evaluar las teorías implícitas sobre los procesos de escritura (White y Bruning, 2004) y la calidad de los procesos de escritura de un ensayo. Estos instrumentos permitirán caracterizar las teorías implícitas sobre los procesos de escritura de los diferentes actores educativos, realizar comparaciones de estas, conocer el nivel de desempeño en la producción de ensayos de los alumnos, constatar la correspondencia entre las teorías implícitas y el nivel de escritura de los estudiantes, conocer el impacto de los programas de formación inicial docente en la calidad de la escritura y de las teorías implícitas de los alumnos y establecer la distancia entre los tipos de teorías implícitas identificadas y las concepciones de escritura presentes en las Bases Curriculares y los Estándares de Desempeño de Escritura para Profesores Básicos. Por último, se contempla implementar un centro de escritura para fomentar la reflexión sobre esta y, así comprender el potencial que tiene este mecanismo para el cambio conceptual y la mejora de las competencias de escritura.\r\nFinalmente, se espera obtener resultados que permitan alcanzar una mayor comprensión de las teorías implícitas sobre los procesos de escritura de los estudiantes, formadores y profesores tutores, así como de estrategias para impulsar el cambio desde la formación docente, enfocándonos en quienes enseñan a los docentes que se desempeñarán enlas escuelas. Por último se espera avanzar en términos metodológicos, desarrollando instrumentos que permitan impulsar la investigación sobre profesores, en específico respecto de sus teorías implícitas, lo que contribuirá a comprender de mejor modo el proceso de aprender a enseñar la producción escrita en el sistema escolar.","organization":"Conicyt Fondecyt 11130560"},"translated_abstract":"La presente investigación tiene como objetivo general identificar y analizar los tipos de teorías implícitas acerca de los procesos de escritura de estudiantes de Pedagogía Básica, formadores de profesores y profesores tutores y su relación con la calidad de la escritura de los estudiantes. La relevancia de las competencias de lectura y escritura para mejorar la calidad de la educación es declarada por la Ley General de Educación (2007) y constatada por diversas investigaciones, debido a que es una herramienta de aprendizaje que tiene una función epistémica, pues es la puerta de acceso al conocimiento y el medio para generarlo en todas las disciplinas del currículo La necesidad de estudiar las teorías implícitas de estos sujetos surge de las falencias detectadas en los programas de formación inicial docente en Chile y de las deficiencias en las competencias de lectura y escritura de alumnos del sistema escolar y de programas FID chilenos evidenciadas por los resultados de varias evaluaciones nacionales e internacionales (PISA, SIMCE, INICIA, Examen de Comunicación Escrita UC), pues la evidencia correlacional indica que la formación de los profesores y la efectividad de sus prácticas constituyen los factores cruciales de la calidad de la educación. Por lo tanto, conocer y analizar las teorías implícitas sobre los procesos de escritura de los distintos actores de los programas FID se revela como una estrategia clave para comprender este fenómeno y producir el cambio conceptual de sus concepciones sobre la producción de textos, para así elevar el nivel de estas habilidades y la calidad de la educación escolar.\r\nCon respecto a las teorías implícitas, son concepciones de mundo y constructos de pensamiento social que median el conocimiento, pues son constructos epistémicos de representación de la realidad que guían las acciones de los sujetos. De este modo, las teorías que las personas tienen acerca de un fenómeno constituyen el conjunto de conocimientos que se activan a partir de las exigencias de un contexto. En cuanto a las teorías implícitas acerca de los procesos de escritura, se considerarán las siguientes tipologías: superficiales o profundas (Marton y Saljö, 1976; Mateos et al, 2006), de transmisión o transaccionales (Schraw \u0026 Bruning, 1999; White \u0026 Bruning, 2004), decir o transformar el conocimiento (Bereiter y Scardamalia, 1987) y reproductivas o constructivas (Hernández, 2012).\r\nEn cuanto a los modelos sobre los procesos de escritura que se abordarán en esta investigación, la primera es entendida desde una visión cognitivo-constructivista y sociocultural que propone la representación de construcciones mentales en un texto escrito a través de los procesos de planificación, escritura y revisión; estos están insertos en contextos culturales que es necesario atender. Por otra parte, también se revisa la concepción de alfabetización académica, esta consiste en el desarrollo de la escritura a lo largo de todo el currículo de las carreras universitarias, debido a que son las herramientas mediadoras para acceder al conocimiento y construirlo en entornos académicos. En relación con la metodología de este estudio, es un diseño mixto cualitativo-cuantitativo que incluye la participación de una muestra de los estudiantes de primer y cuarto año de de los programas de Pedagogía Básica de la IX Región, de los formadores de estos programas y de los profesores tutores de las prácticas en estas carreras. Se considera el diseño, adaptación y validación de instrumentos para evaluar las teorías implícitas sobre los procesos de escritura (White y Bruning, 2004) y la calidad de los procesos de escritura de un ensayo. Estos instrumentos permitirán caracterizar las teorías implícitas sobre los procesos de escritura de los diferentes actores educativos, realizar comparaciones de estas, conocer el nivel de desempeño en la producción de ensayos de los alumnos, constatar la correspondencia entre las teorías implícitas y el nivel de escritura de los estudiantes, conocer el impacto de los programas de formación inicial docente en la calidad de la escritura y de las teorías implícitas de los alumnos y establecer la distancia entre los tipos de teorías implícitas identificadas y las concepciones de escritura presentes en las Bases Curriculares y los Estándares de Desempeño de Escritura para Profesores Básicos. Por último, se contempla implementar un centro de escritura para fomentar la reflexión sobre esta y, así comprender el potencial que tiene este mecanismo para el cambio conceptual y la mejora de las competencias de escritura.\r\nFinalmente, se espera obtener resultados que permitan alcanzar una mayor comprensión de las teorías implícitas sobre los procesos de escritura de los estudiantes, formadores y profesores tutores, así como de estrategias para impulsar el cambio desde la formación docente, enfocándonos en quienes enseñan a los docentes que se desempeñarán enlas escuelas. Por último se espera avanzar en términos metodológicos, desarrollando instrumentos que permitan impulsar la investigación sobre profesores, en específico respecto de sus teorías implícitas, lo que contribuirá a comprender de mejor modo el proceso de aprender a enseñar la producción escrita en el sistema escolar.","internal_url":"https://www.academia.edu/9434144/Tipos_de_teor%C3%ADas_impl%C3%ADcitas_sobre_los_procesos_de_escritura_de_estudiantes_formadores_y_profesores_tutores_de_programas_de_formaci%C3%B3n_inicial_docente_An%C3%A1lisis_de_una_relaci%C3%B3n_significativa_para_el_desarrollo_de_las_competencias_de_escritura","translated_internal_url":"","created_at":"2014-11-21T11:04:23.566-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":21025793,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Tipos_de_teorías_implícitas_sobre_los_procesos_de_escritura_de_estudiantes_formadores_y_profesores_tutores_de_programas_de_formación_inicial_docente_Análisis_de_una_relación_significativa_para_el_desarrollo_de_las_competencias_de_escritura","translated_slug":"","page_count":null,"language":"es","content_type":"Work","summary":"La presente investigación tiene como objetivo general identificar y analizar los tipos de teorías implícitas acerca de los procesos de escritura de estudiantes de Pedagogía Básica, formadores de profesores y profesores tutores y su relación con la calidad de la escritura de los estudiantes. La relevancia de las competencias de lectura y escritura para mejorar la calidad de la educación es declarada por la Ley General de Educación (2007) y constatada por diversas investigaciones, debido a que es una herramienta de aprendizaje que tiene una función epistémica, pues es la puerta de acceso al conocimiento y el medio para generarlo en todas las disciplinas del currículo La necesidad de estudiar las teorías implícitas de estos sujetos surge de las falencias detectadas en los programas de formación inicial docente en Chile y de las deficiencias en las competencias de lectura y escritura de alumnos del sistema escolar y de programas FID chilenos evidenciadas por los resultados de varias evaluaciones nacionales e internacionales (PISA, SIMCE, INICIA, Examen de Comunicación Escrita UC), pues la evidencia correlacional indica que la formación de los profesores y la efectividad de sus prácticas constituyen los factores cruciales de la calidad de la educación. Por lo tanto, conocer y analizar las teorías implícitas sobre los procesos de escritura de los distintos actores de los programas FID se revela como una estrategia clave para comprender este fenómeno y producir el cambio conceptual de sus concepciones sobre la producción de textos, para así elevar el nivel de estas habilidades y la calidad de la educación escolar.\r\nCon respecto a las teorías implícitas, son concepciones de mundo y constructos de pensamiento social que median el conocimiento, pues son constructos epistémicos de representación de la realidad que guían las acciones de los sujetos. De este modo, las teorías que las personas tienen acerca de un fenómeno constituyen el conjunto de conocimientos que se activan a partir de las exigencias de un contexto. En cuanto a las teorías implícitas acerca de los procesos de escritura, se considerarán las siguientes tipologías: superficiales o profundas (Marton y Saljö, 1976; Mateos et al, 2006), de transmisión o transaccionales (Schraw \u0026 Bruning, 1999; White \u0026 Bruning, 2004), decir o transformar el conocimiento (Bereiter y Scardamalia, 1987) y reproductivas o constructivas (Hernández, 2012).\r\nEn cuanto a los modelos sobre los procesos de escritura que se abordarán en esta investigación, la primera es entendida desde una visión cognitivo-constructivista y sociocultural que propone la representación de construcciones mentales en un texto escrito a través de los procesos de planificación, escritura y revisión; estos están insertos en contextos culturales que es necesario atender. Por otra parte, también se revisa la concepción de alfabetización académica, esta consiste en el desarrollo de la escritura a lo largo de todo el currículo de las carreras universitarias, debido a que son las herramientas mediadoras para acceder al conocimiento y construirlo en entornos académicos. En relación con la metodología de este estudio, es un diseño mixto cualitativo-cuantitativo que incluye la participación de una muestra de los estudiantes de primer y cuarto año de de los programas de Pedagogía Básica de la IX Región, de los formadores de estos programas y de los profesores tutores de las prácticas en estas carreras. Se considera el diseño, adaptación y validación de instrumentos para evaluar las teorías implícitas sobre los procesos de escritura (White y Bruning, 2004) y la calidad de los procesos de escritura de un ensayo. Estos instrumentos permitirán caracterizar las teorías implícitas sobre los procesos de escritura de los diferentes actores educativos, realizar comparaciones de estas, conocer el nivel de desempeño en la producción de ensayos de los alumnos, constatar la correspondencia entre las teorías implícitas y el nivel de escritura de los estudiantes, conocer el impacto de los programas de formación inicial docente en la calidad de la escritura y de las teorías implícitas de los alumnos y establecer la distancia entre los tipos de teorías implícitas identificadas y las concepciones de escritura presentes en las Bases Curriculares y los Estándares de Desempeño de Escritura para Profesores Básicos. Por último, se contempla implementar un centro de escritura para fomentar la reflexión sobre esta y, así comprender el potencial que tiene este mecanismo para el cambio conceptual y la mejora de las competencias de escritura.\r\nFinalmente, se espera obtener resultados que permitan alcanzar una mayor comprensión de las teorías implícitas sobre los procesos de escritura de los estudiantes, formadores y profesores tutores, así como de estrategias para impulsar el cambio desde la formación docente, enfocándonos en quienes enseñan a los docentes que se desempeñarán enlas escuelas. Por último se espera avanzar en términos metodológicos, desarrollando instrumentos que permitan impulsar la investigación sobre profesores, en específico respecto de sus teorías implícitas, lo que contribuirá a comprender de mejor modo el proceso de aprender a enseñar la producción escrita en el sistema escolar.","owner":{"id":21025793,"first_name":"María Constanza","middle_initials":"","last_name":"Errázuriz","page_name":"Constanzaerrázuriz","domain_name":"ricuc","created_at":"2014-11-08T05:18:25.483-08:00","display_name":"María Constanza Errázuriz","url":"https://ricuc.academia.edu/Constanzaerr%C3%A1zuriz"},"attachments":[],"research_interests":[{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing"},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training"},{"id":24281,"name":"Writing Centers","url":"https://www.academia.edu/Documents/in/Writing_Centers"},{"id":68758,"name":"Research Writing","url":"https://www.academia.edu/Documents/in/Research_Writing"},{"id":171211,"name":"Formación Inicial Docente","url":"https://www.academia.edu/Documents/in/Formacion_Inicial_Docente"},{"id":182215,"name":"Implicit theories","url":"https://www.academia.edu/Documents/in/Implicit_theories"},{"id":459709,"name":"Alfabetización académica","url":"https://www.academia.edu/Documents/in/Alfabetizaci%C3%B3n_acad%C3%A9mica"},{"id":516222,"name":"Escritura","url":"https://www.academia.edu/Documents/in/Escritura"},{"id":1663861,"name":"FORMACIÓN INICIAL DE DOCENTES","url":"https://www.academia.edu/Documents/in/FORMACI%C3%93N_INICIAL_DE_DOCENTES"},{"id":1689745,"name":"Teorías Implícitas","url":"https://www.academia.edu/Documents/in/Teor%C3%ADas_Impl%C3%ADcitas"},{"id":1804359,"name":"Centros de escritura","url":"https://www.academia.edu/Documents/in/Centros_de_escritura"},{"id":1909327,"name":"Domain Specific Beliefs about Writing","url":"https://www.academia.edu/Documents/in/Domain_Specific_Beliefs_about_Writing"}],"urls":[{"id":3886117,"url":"http://www.fondecyt.cl/"}]}, dispatcherData: dispatcherData }); 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