Creencias sobre la escritura y su enseñanza en maestros peruanos de educación primaria

Frank Villegas

doi:10.34236/rpie.v9i9.57

Authors

Frank Villegas Pontifical Catholic University of Peru https://orcid.org/0000-0002-9161-8599 (unauthenticated)

DOI:

https://doi.org/10.34236/rpie.v9i9.57

Keywords:

teacher cognition, writing, teachers’ beliefs

Abstract

Although the number of studies of teachers’ beliefs has increased in recent years, little is still known on an international level about teachers’ beliefs regarding writing and how it is taught. Two different ways in which persons can understand writing are distinguished: as a process and as a product. At the same time, two different approaches to teaching of writing are distinguished: the communicative approach and the normative approach. In this context, this study was intended to find out what teaching characteristics are associated with teachers’ beliefs about teaching of writing, and to describe how teachers’ beliefs about writing are related with their beliefs about the way it is taught. For the analysis, were considered responses by 3629 primary teachers from all regions of Peru, who replied to several questionnaires during the administration of the Ministry of Education’s 2013 Sample-based Assessment. It was found that socio-demographic characteristics (age, work experience, teacher training) are not related or are weakly related (sex) with teachers’ teaching approach. It was also found that two theoretically incompatible teaching approaches coexist among teachers: the communicative approach and the normative approach. Also, through structural equations, it was found that beliefs about writing are good predictors of the teachers’ teaching approach. These findings have implications for teacher training.

References

Atwel, N. (1998). In the middle. New York: Heinemann.

Alexander, P. A., Schallert, D. L. & Hare, V. C. (1991). Coming to terms: How Researchers in learning and literacy talk about knowledge. American Educational Research Association, 3, 315–343.

Alger, C. L. (2009). Secondary teachers’ conceptual metaphors of teaching and learning: Changes over the career span. Teaching and Teacher Education, 25(5), 743-751.

Ames, P. (2006). Las brechas invisibles: Desafíos para una equidad de género en la educación. Lima: Instituto de Estudios Peruanos.

Andréu, J. (2011). El análisis multinivel: Una revisión actualizada en el ámbito sociológico. Metodología de Encuestas, 13, 161–176.

Ashton, P. (2015). Historical overview and theoretical perspectives of research on teachers’ beliefs. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 31-47). New York: Routledge.

Baaijen, V. , Galbraith, D. & de Glopper, K. (2014). Effects of writing beliefs and planning on writing performance. Learning and Instruction, 33(2014), 81-91.

Behizadeh, N. (2014). Mitigating the dangers of a single story: Creating large-scale writing assessments aligned with sociocultural theory. Educational Researcher, 43(3), 125-136.

Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.

Bomer, R. (1995). Time for meaning. New York: Heinemann.

Borg, S. (2006). Teacher cognition and language education. London: Continuum.

Bovaird, J., & Koziol, N. (2012). Measurement models for ordered-categorical indicators. En R. Hoyle (Ed.), Handbook of structural equation model (pp. 475-509). The Guilford Press.

Brown, T. (2015). Confirmatory factor analysis for applied research. New York: The Guilford Press.

Brown, T., & Moore, M. (2012). Confirmatory factory analysis. In Handbook of structural equation modeling (pp. 361-379). New York: The Guilford Press.

Calkins, L. (1986). Didáctica de la escritura. Buenos Aires: Aique.

---------- (2003). The nuts and bolts of teaching writing. New York: Heinneman.

Carlino, P. (2005). Escribir, leer y aprender en la universidad. Buenos Aires: Fondo de Cultura Económica.

Cheng, M., Chang, K., Tang, S. & Cheng, A. (2009). Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25, 319-327.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Statistical power analysis for the behavioral sciences (2a edición). New York: Routledge.

Cuenca, R., & Stojnic, L. (2008). La cuestión docente en el Perú. Buenos Aires: FLAPE.

Cueto, S., Ramírez, C., León, J. & Azañedo, S. (2006). Oportunidades de aprendizaje y rendimiento en comunicación integral de estudiantes en tercer y cuarto grado de primaria en Lima y Ayacucho. Los desafíos de la escolaridad en el Perú. Estudios sobre los procesos pedagógicos, los saberes previos y el rol de las familias (pp. 13–78). Lima: Grade.

Fenstermacher, G. D. (1994). Chapter 1: The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20(1), 3–56.

Fives, H., & Buehl, M. (2012). Spring cleaning for the «messy» construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? APA Educational Psychology Handbook. Volumen 2: Individual Differences and Cultural and Contextual Factors (pp. 471–499). Washington: American Psychological Association.

Fives, H., & Gill, G. (Eds.) (2015). International handbook of research in teachers’ beliefs. New York: Routledge.

Fives, H., Lacatena, N. & Gerard, L. (2015). Teachers’ beliefs about teaching (and learning). In International handbook of research on teachers’ beliefs(pp. 249–265). New York: Routledge.

Gaitas, S. & Alves, M. (2014). Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research papers in education (mayo 2015), 1–14.

Graham, S. (2006). Writing. In P. A. Alexander (Ed.), Handbook of educational psychology (pp. 457–478). New Jersey: Lawrence Erlbaum Associates.

González, N, Eguren, M, de Belaunde, C. (2017). Desde el aula: Una aproximación a las prácticas pedagógicas del maestro peruano. Lima: Instituto de Estudios Peruanos.

Graham, S., Harris, K. R., MacArthur, C. & Fink, B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary educational psychology, 27(2), 147–166.

Graham, S. & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. http://doi.org/10.1037/0022-0663.99.3.445

Graham, S. & Sandmel, K. (2011). The process writing approach: A meta-analysis. TheJournal of Educational Research, 104(6), 396–407.

Graves, D. (1989). Experiment with fiction. Toronto: Heinemann.

Hair, J. F., Sarstedt, M., Hopkins, L., G. Kuppelwieser, V. & Kuppelwieser, V. G. (2014). Partial Least Squares Structural Equation Modeling (PLS-SEM): An emerging tool in business research. European Business Review,26(2), 106-121.

Hamp-Lyons, L. (2011). Writing assessment: Shifting issues, new tools, enduring questions. Assessing Writing, 16(1), 3–5.

Hayes, J. (1996). A New Framework for Understanding Cognition And Affect in Writing. In S. Levy & C. Ransdell (Eds.), The science of writing: Theories, methods, individual differences and applications (pp. 1–27). New Jersey: Erlbaum.

---------- (2011). Kinds of knowledge-telling: Modeling early writing development. Journal of Writing Research, 3(2), 73–92.

---------- (2012). Modeling and Remodeling Writing. Written Communication, 29(3), 369–388.

Heck, R. & Thomas, S. (2015). An introduction to multilevel modeling techniques: MLM and SEM approaches using Mplus. New York: Routledge.

Henze, N. & Zirkler, B. (1990). A class of invariant consistent tests for multivariate normality. Communications in Statistics - Theory and Methods, 19(10), 3595-3617.

Hernández, R., Fernández, C. & Baptista, P. (2014). Metodología de la investigación. México D.F.: Mc Graw Hill Education.

Hu, L. & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.

Huot, B. & O’Neill, P. (2009). Assesing writing. New York: National Council of Teachers of English.

Kagan, D. (1990). Ways of evaluating teacher cognition: Inferences concerning the goldilocks principle. Review of Educational Research, 60, 419-469.

---------- (1992). Implications of research on teachers’ beliefs. Educational Psychologist, 27, 65-90.

Kellogg, R. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1-26.

Kline, R. (2016). Principles and practice of structural equation modeling. New York: The Guilford Press.

Korkmaz, S., Goksuluk, D. & Zararsiz, G. (2014). MVN: An R package for assessing multivariate normality. The R Journal, 6(2013), 151-162.

Laboratorio Latinoamericano de la Calidad de la Educación. (2013). Análisis curricular. Santiago de Chile: Oficina Regional de Educación para América Latina y el Caribe.

Lattimer, H. (2003). Thinking trough genre. Portland: Stenhouse Publishers.

Levin, B. (2015). The development of teachers’ beliefs. In H. Fives & G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 48-65). New York: Routledge.

Li, C.-H. (2014). The performance of MLR, USLMV, and WLSMV estimation in structural regression models with ordinal variables. Ann Arbor: Michigan State University.

Limpo, T., & Alves, R. (2014). Implicit theories of writing and their impact on students’ response to a SRSD intervention. British Journal of Educational Psychology, 84(4), 571-590.

Mardia, K. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519-530. http://doi.org/10.1093/biomet/57.3.519

McLeod, D. (1992). Research on affect in mathematics education: A reconceptualization. In Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan.

Ministerio de Educación. (2005). Diseño curricular nacional. Lima: Ministerio de Educación.

---------- (2009). Diseño curricular nacional. Lima: Ministerio de Educación.

---------- (2014). Marco curricular nacional, segunda versión. Lima: Ministerio de Educación.

---------- (2015). Resolución Ministerial 199-2015 (2015). Lima.

---------- (2016a). ¿Qué logran nuestros estudiantes al finalizar la primaria? Lima: Ministerio de Educación.

---------- (2016b). ¿Qué logran nuestros estudiantes en Escritura? Lima: Ministerio de Educación.

---------- (2016c). ¿Qué logros de aprendizaje en Escritura muestran los estudiantes al finalizar la primaria? Informe de evaluación de Escritura en sexto grado - 2013. Lima: Ministerio de Educación.

---------- (2016d). Currículo nacional. Lima: Ministerio de Educación.

Moreano, G., Asmad, U., Cruz, G. & Cuglieva, G. (2008). Concepciones sobre la enseñanza de matemática en docentes de primaria de escuelas estatales. Revista de Psicología PUCP, 2, 299-336.

Nachtigall, C., Kroehne, U., Funke, F. & Steyer, R. (2003). (Why) should we use SEM? Pros and cons of structural equation modeling. Methods of Psychological Research, 8(2), 1–22.

Nespor, J. (1987). The role of beliefs in the practice of teaching. Jounal of Curriculum Studies, 19(mayo 2015), 317-328.

Newell, A. & Simon, H. (1972). Human problem solving. NJ: Prentice-H.

Norman, K. A. & Spencer, B. H. (2005). Our lives as writers: Examining preservice teachers’ experiences and beliefs about the nature of writing and writing instruction. Teacher Education Quarterly, 32(1), 25-40.

Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. http://doi.org/10.3102/00346543062003307

---------- Confidence and competence in writing: The role of self-efficacy, outcome expectancy, and apprehension. Atlanta: American Educational Research Association.

Pajares, F., & Valiante, G. (1999). Grade level and gender differences in the writing self-beliefs of middle school students. Contemporary Educational Psychology, 24(4), 390-405. http://doi.org/10.1006/ceps.1998.0995

Polikoff, M. S. (2013). Teacher education, experience, and the practice of aligned instruction. Journal of Teacher Education, 64(3), 212-225.

Poulson, L., Avramidis, E., Fox, R., Medwell, J. & Wray, D. (2001). The theoretical beliefs of effective teachers of literacy in primary schools: An exploratory study of orientations to reading and writing. Research Papers in Education, 16(3), 271-292.

Pressley, M., Rankin, J. & Yokoi, L. (1996). A survey of instructional practices of primary teachers nominated as effective in promoting literacy. The Elementary School Journal, 96(4), 363-384.

Raykov, T. (1997). Estimation of composite reliability for congeneric measures. Applied Psychological Measurement, 21(2), 173-184. http://doi.org/0803973233

---------- (2012). Scale construction and development using structural equation modeling. In R. Hoyle (Ed.), Handbook of structural equation model (pp. 472-494). New York: The Guilford Press.

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102-109). New York: Macmillan.

Rijlaarsdam, G., Van den Bergh, H., Couzijn, M., Janssen, T., Braaksma, M., Tillema, M., Raedts, M. (2012). Writing. APA Educational Psychology Handbook, Vol. 3: Application to Learning and Teaching, 3, 189-227. http://doi.org/10.1037/13275-009

Sanders-Reio, J., Alexander, P., Reio, T. & Newman, I. (2014). Do students’ beliefs about writing relate to their writing self-efficacy, apprehension, and performance? Learning and Instruction, 33, 1-11.

Satorra, A. & Bentler, P. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66(4), 507-514.

Schraw, G. & Olafson, L. (2015). Assessing teachers’ beliefs. In International handbook of research on teachers’ beliefs (pp. 87-105). New York: Routledge.

Skott, J. (2015). The promises, problems, and prospects of research on teachers’ beliefs. In H. Fives & M. M. Buehl (Eds.), International handbook of research on teachers’ beliefs (pp. 13-30). New York: Routledge.

Snider, V. & Roehl, R. (2007). Teachers’ beliefs about pedagogy and related issues. Psychology in the Schools, 48, 873-886.

Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42(5), 893-898.

Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. Handbook of research on mathematics teaching and learning, 127-146. Recuerado de http://psycnet.apa.org/psycinfo/1992-97586-007

Verjovsky, J. & Waldegg, G. (2005). Analyzing beliefs and practices of a mexican high school biology teacher. Journal of Reseach in Science Teaching, 42, 465-491.

White, M. J. & Bruning, R. (2005). Implicit writing beliefs and their relation to writing quality. Contemporary Educational Psychology, 30(2), 166-189.

Woolfolk, A., Davis, H., & Pape, S. (2006). Teachers’ knowledge, beliefs, and thinking. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 715-737). New Jersey: Lawrence Erlbaum Associates.

Young, J. R. & Cook, P. F. (2004). Face-to-face with children. Journal of Curriculum Studies, 36, 341-360.

Zavala, V. (2002). Las prácticas letradas escolares en castellano y en quechua: El uso de adivinanzas y narraciones en el aula. Desencuentros con la escritura. Escuela y comunidad en los Andes peruanos (pp. 1-37). Lima: Red para el Desarrollo de las Ciencias Sociales en el Perú.