Knowledge of literacy learning by Colombian teachers of Spanish and of English
KeywordsEducation, Language and Literature.
Education, Bilingual and Multicultural.
Education, Teacher Training.
AdvisorGoodman, Kenneth S.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe purpose of this research study is to analyze Colombian teachers' knowledge of literacy learning in Spanish and in English revealed in their narratives and in their practice through a teacher education program. The research questions addressed in this study aim to answer the following: (1) How do teachers in the literacy program perceive reading and writing as revealed through their personal literacy histories? (2) What knowledge of literacy learning in Spanish and in English do teachers in the literacy program reveal as presented in their self-selected classroom literacy project? (3) How is teachers' knowledge of literacy learning in Spanish and in English expressed in their practice? This study draws upon data collected during a year-long inquiry I conducted with public school teachers in Bogota, Colombia during March 1998 and April 1999. The 42 teachers who participated in this research project had an average of 10 years teaching. Their knowledge statements found in the data collected served as the unit of analysis from which six categories emerged. Additional information represented in classroom observation, interviews and videotapes was collected of three exemplar cases of elementary school teachers. The conclusions that I arrived at from the analysis of Colombian teachers' knowledge of literacy learning are the following: First, that writing and sharing the literacy histories contributed to transforming traditional pedagogical practices into innovative pedagogical practices of reading and writing. Second, the class sessions, readings, seminars attended, and the sharing of experiences with their peers permitted the generation of new knowledge on literacy learning by teachers. Third, the new knowledge of literacy learning generated by teachers was revealed in the innovations presented in their classroom literacy project. Finally, the conference on literacy contributed to exchanging knowledge and generating more questions for further investigation.
Degree ProgramGraduate College
Language, Reading and Culture