@misc{10818/27548,
year = {2011},
url = {http://hdl.handle.net/10818/27548},
abstract = {This paper, the result of a qualitative research process, serves as a reflection on the ways in which early _x000D_
childhood  teachers  who  belong  to  schools  with  different  characteristics  and  possess  different  levels  of  _x000D_
training, learn to teach reading and writing to boys and girls. It was found that, independent of their level of _x000D_
training and education, practice in the classroom served as their main source of learning. From these findings, _x000D_
some questions emerge about the relationship between the theory and the everyday practice in the training _x000D_
of educators and what this suggests for the institutions responsible for such activity.},
abstract = {El presente art�culo, producto de un proceso de investigaci�n cualitativa adelantado con profesoras del nivel _x000D_
inicial, quienes contaban con diferentes niveles de formaci�n y trabajaban en colegios con diversas caracter�sticas, se centra en la reflexi�n sobre las formas en que aprenden a ense�ar a leer y a escribir a los ni�os. _x000D_
Se  encontr�  que  independientemente  del  nivel  de  formaci�n  que  tengan  las  profesoras,  su  principal  fuente  _x000D_
de aprendizaje son las pr�cticas. A partir de estos hallazgos se plantean algunas preguntas sobre la relaci�n _x000D_
entre  la  teor�a  y  las  pr�cticas  cotidianas  en  la  formaci�n  docente  y  lo  que  esto  sugiere  a  las  instituciones  _x000D_
formadoras de maestros},
publisher = {FOLIOS},
keywords = {Alfabetizaci�n inicial},
keywords = {formaci�n docente},
keywords = {conocimiento pr�ctico},
keywords = {conocimiento acad�mico},
title = {Everyday vs academic knowledge among early _x000D_
childhood teachers six questions)},
title = {Conocimiento pr�ctico y conocimiento  acad�mico en los profesores del nivel inicial (seis preguntas)},
author = {Guzm�n Rodr�guez, Rosa Julia and Ecima S�nchez, In�s},
}