Reading and writing accompaniment for future preschool teachers

This document presents the systematization results of the accompaniment to the reading and writing processes of 21 undergraduate students of the Early Childhood Education program at UNAB University. The work consisted in the implementation of didactic sequences to elaborate reading cards, infographi...

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Autor Principal: Díaz Rueda, Allan Amador
Formato: Artículo (Article)
Lenguaje:Español (Spanish)
Publicado: Universidad Santo Tomás seccional Bucaramanga 2020
Materias:
Acceso en línea:http://hdl.handle.net/11634/32590
id ir-11634-32590
recordtype dspace
spelling ir-11634-325902021-03-17T19:23:07Z Reading and writing accompaniment for future preschool teachers Díaz Rueda, Allan Amador mother tongue teaching; reading; writing; pre-school teacher training This document presents the systematization results of the accompaniment to the reading and writing processes of 21 undergraduate students of the Early Childhood Education program at UNAB University. The work consisted in the implementation of didactic sequences to elaborate reading cards, infographics, summaries and reviews. The pedagogical actions were evaluated based on the analysis of the teacher's field diary records, the products elaborated by the undergraduate students and the results of a survey on their learning. It was concluded that the participants showed signs of reading and writing as epistemic processes. 2020-12-17 2021-03-17T19:23:07Z 2021-03-17T19:23:07Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2501 http://hdl.handle.net/11634/32590 spa http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2501/1817 Copyright (c) 2020 Espiral, Revista de Docencia e Investigación http://creativecommons.org/licenses/by-nc-nd/4.0 application/pdf Universidad Santo Tomás seccional Bucaramanga Espiral, Revista de Docencia e Investigación; Vol. 9, Núm. 2 (2019) 2389-9719 2256-151X
institution Universidad Santo Tomas
collection DSpace
language Español (Spanish)
topic mother tongue teaching; reading; writing; pre-school teacher training
spellingShingle mother tongue teaching; reading; writing; pre-school teacher training
Díaz Rueda, Allan Amador
Reading and writing accompaniment for future preschool teachers
description This document presents the systematization results of the accompaniment to the reading and writing processes of 21 undergraduate students of the Early Childhood Education program at UNAB University. The work consisted in the implementation of didactic sequences to elaborate reading cards, infographics, summaries and reviews. The pedagogical actions were evaluated based on the analysis of the teacher's field diary records, the products elaborated by the undergraduate students and the results of a survey on their learning. It was concluded that the participants showed signs of reading and writing as epistemic processes.
format Artículo (Article)
author Díaz Rueda, Allan Amador
author_facet Díaz Rueda, Allan Amador
author_sort Díaz Rueda, Allan Amador
title Reading and writing accompaniment for future preschool teachers
title_short Reading and writing accompaniment for future preschool teachers
title_full Reading and writing accompaniment for future preschool teachers
title_fullStr Reading and writing accompaniment for future preschool teachers
title_full_unstemmed Reading and writing accompaniment for future preschool teachers
title_sort reading and writing accompaniment for future preschool teachers
publisher Universidad Santo Tomás seccional Bucaramanga
publishDate 2020
url http://hdl.handle.net/11634/32590
_version_ 1712106519804248064
score 12,111491