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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Autores:
Díaz Rueda, Allan Amador
Tipo de recurso:
Fecha de publicación:
2020
Institución:
Universidad Santo Tomás
Repositorio:
Repositorio Institucional USTA
Idioma:
eng
OAI Identifier:
oai:repository.usta.edu.co:11634/35997
Acceso en línea:
http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2501
http://hdl.handle.net/11634/35997
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Derechos de autor 2020 Espiral, Revista de Docencia e Investigación
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network_name_str Repositorio Institucional USTA
repository_id_str
spelling Díaz Rueda, Allan Amador2021-09-24T13:07:07Z2021-09-24T13:07:07Z2020-12-17http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2501http://hdl.handle.net/11634/35997This 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.application/pdfengUniversidad Santo Tomás seccional Bucaramangahttp://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2501/1886Espiral, Revista de Docencia e Investigación; Vol. 9 Núm. 2 (2019); 153-1712389-97192256-151XDerechos de autor 2020 Espiral, Revista de Docencia e Investigaciónhttp://creativecommons.org/licenses/by-nc-nd/4.0http://purl.org/coar/access_right/c_abf2Reading and writing accompaniment for future preschool teachersinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb111634/35997oai:repository.usta.edu.co:11634/359972023-07-14 16:28:55.089metadata only accessRepositorio Universidad Santo Tomásnoreply@usta.edu.co
dc.title.spa.fl_str_mv Reading and writing accompaniment for future preschool teachers
title Reading and writing accompaniment for future preschool teachers
spellingShingle 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
dc.creator.fl_str_mv Díaz Rueda, Allan Amador
dc.contributor.author.none.fl_str_mv Díaz Rueda, Allan Amador
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.
publishDate 2020
dc.date.issued.none.fl_str_mv 2020-12-17
dc.date.accessioned.none.fl_str_mv 2021-09-24T13:07:07Z
dc.date.available.none.fl_str_mv 2021-09-24T13:07:07Z
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.drive.none.fl_str_mv info:eu-repo/semantics/article
dc.identifier.none.fl_str_mv http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2501
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/11634/35997
url http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2501
http://hdl.handle.net/11634/35997
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2501/1886
dc.relation.citationissue.spa.fl_str_mv Espiral, Revista de Docencia e Investigación; Vol. 9 Núm. 2 (2019); 153-171
dc.relation.citationissue.none.fl_str_mv 2389-9719
2256-151X
dc.rights.spa.fl_str_mv Derechos de autor 2020 Espiral, Revista de Docencia e Investigación
http://creativecommons.org/licenses/by-nc-nd/4.0
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Derechos de autor 2020 Espiral, Revista de Docencia e Investigación
http://creativecommons.org/licenses/by-nc-nd/4.0
http://purl.org/coar/access_right/c_abf2
dc.format.mimetype.none.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad Santo Tomás seccional Bucaramanga
institution Universidad Santo Tomás
repository.name.fl_str_mv Repositorio Universidad Santo Tomás
repository.mail.fl_str_mv noreply@usta.edu.co
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