Reading and writing accompaniment for future preschool teachers

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dc.creatorDíaz Rueda, Allan Amador
dc.date2020-12-17
dc.date.accessioned2025-02-05T17:12:06Z
dc.date.available2025-02-05T17:12:06Z
dc.descriptionThis 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.es-ES
dc.formatapplication/pdf
dc.identifierhttps://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2501
dc.identifier.urihttp://hdl.handle.net/11634/62420
dc.languageeng
dc.publisherUniversidad Santo Tomás seccional Bucaramangaes-ES
dc.relationhttps://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2501/1886
dc.rightsDerechos de autor 2020 Espiral, Revista de Docencia e Investigaciónes-ES
dc.sourceEspiral, Revista de Docencia e Investigación; Vol. 9 Núm. 2 (2019); 153-171es-ES
dc.sourceEspiral, Revista de Docencia e Investigación; Vol. 9 No. 2 (2019); 153-171en-US
dc.source2389-9719
dc.source2256-151X
dc.subjectmother tongue teachinges-ES
dc.subjectreadinges-ES
dc.subjectwritinges-ES
dc.subjectpre-school teacher traininges-ES
dc.titleReading and writing accompaniment for future preschool teacherses-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion

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