Abstract
This research aimed to identify the implicit theories on writing by pedagogy students, educators and teachers. The methodology is quantitative and included a representative sample of pedagogy teachers and students from two Chilean regions (n = 337). They answered a validated questionnaire about writing. Finally, it was confirmed that students use simultaneously transmissional and transactional implicit theories and that subjects in fourth-year of pedagogy programs use unevolved theories as compared to those used by first-year subjects. In addition, it was verified that teachers have conceptions similar to those by the students.
| Translated title of the contribution | Implicit theories on writing by pedagogy students and educators |
|---|---|
| Original language | Spanish |
| Article number | A8 |
| Journal | Magis |
| Volume | 13 |
| DOIs | |
| State | Published - 2020 |
| Externally published | Yes |
Bibliographical note
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