教育学学生与教师写作的内隐理论

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH

Magis-Revista Internacional de Investigacion en Educacion Pub Date : 2020-01-01 DOI:10.11144/javeriana.m13.tiee

M. Errázuriz-Cruz

{"title":"教育学学生与教师写作的内隐理论","authors":"M. Errázuriz-Cruz","doi":"10.11144/javeriana.m13.tiee","DOIUrl":null,"url":null,"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.","PeriodicalId":44037,"journal":{"name":"Magis-Revista Internacional de Investigacion en Educacion","volume":"13 1","pages":"1-26"},"PeriodicalIF":0.4000,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Teorías implícitas sobre escritura de estudiantes y formadores de pedagogía\",\"authors\":\"M. Errázuriz-Cruz\",\"doi\":\"10.11144/javeriana.m13.tiee\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":44037,\"journal\":{\"name\":\"Magis-Revista Internacional de Investigacion en Educacion\",\"volume\":\"13 1\",\"pages\":\"1-26\"},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2020-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Magis-Revista Internacional de Investigacion en Educacion\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.11144/javeriana.m13.tiee\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Magis-Revista Internacional de Investigacion en Educacion","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.11144/javeriana.m13.tiee","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 6

摘要

本研究旨在厘清教育学学生、教育工作者和教师对写作的内隐理论。该方法是定量的，包括来自智利两个地区的教育学教师和学生的代表性样本(n = 337)。他们回答了一份关于写作的有效问卷。最后，研究证实，学生同时使用传递性和交易性内隐理论，并且与一年级学生相比，四年级教育学专业的学生使用未进化的理论。此外，还验证了教师的观念与学生的观念相似。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Teorías implícitas sobre escritura de estudiantes y formadores de pedagogía

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Magis-Revista Internacional de Investigacion en Educacion EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.60

自引率

0.00%

发文量

审稿时长

48 weeks

期刊介绍： The journal takes as an essential part the promotion of the good practices of educational investigation in the country and in the region, by means of the presentation and analysis of epistemologies, perspectives and methodological designs, reflections theoretical and results of excellent investigations in the education. It focuses its different declarations in the good teaching, didactic practices and of educational management, so much the way in which these practices are a declaration of integral formation of those who carry out them, they face them and study them, as the disposition of the pupil to achieve its integral formation and its meeting with himself itself propitiated by the accompaniment of the teacher across the dialogue. magis, International Journal of Research in Education, besides being a space for discussion on the prospects of research in education and a way to disseminate results and research approaches, is conceived as an academic space of mediation in the qualification of the research capital of the region. magis is a biannual digital publication with a rejection rate of 80%.