<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982017000200018</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñanza inicial de la lengua escrita: cuándo iniciar la enseñanza y cómo hacerlo. Una reflexión desde las creencias de los docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Initial teaching of written language: when and how to commence teaching. A reflection based on the beliefs of teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Martín]]></surname>
<given-names><![CDATA[Inés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Salamanca Departamento de Didáctica, Organización y Métodos de Investigación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>156</numero>
<fpage>18</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982017000200018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982017000200018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982017000200018&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Se presenta un estudio que pretende conocer y describir las ideas y creencias docentes sobre cómo enseñar la lengua escrita y cuándo iniciar tal proceso. El objetivo es indagar sobre las teorías que subyacen al planteamiento didáctico de los docentes, de forma que puedan establecerse derivaciones prácticas sobre la manera de afrontar este proceso educativo, y sobre la formación inicial y permanente del profesorado respecto a esta enseñanza. La investigación se llevó a cabo en Salamanca (España). El instrumento utilizado fue un cuestionario elaborado ex profeso. Esta investigación permitió detectar las creencias en las que los docentes parecen asentar sus prácticas, entre ellas: consideran que existe una edad clave para iniciar el proceso de enseñanza (5 años), valoran la enseñanza del código escrito por encima de otras tareas, como la comprensión o aspectos funcionales, y parecen decantarse por no utilizar libros de texto en esta enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study aims to understand and describe the ideas and beliefs of teachers concerning how to teach written language and when to begin this process. The objective is to examine the theories underlying the didactic approach of teachers in order to derive practical results on how to address this educational process and on the basic and ongoing training of teachers with regard to this aspect of teaching. The research was undertaken in Salamanca, Spain. The tool used was a specifically designed questionnaire. This research made it possible to identify the beliefs on which teachers appear to ground their practice, including the following they hold that there is a key age for commencing the teaching process (5 years), they value the teaching of writing above other aspects such as understanding or functional issues, and they appear to prefer not to use textbooks in this area of learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Actividades del profesor]]></kwd>
<kwd lng="es"><![CDATA[alfabetización]]></kwd>
<kwd lng="es"><![CDATA[didácticas específicas]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[lenguaje escrito]]></kwd>
<kwd lng="en"><![CDATA[Teaching activities]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[didactic approach]]></kwd>
<kwd lng="en"><![CDATA[child education]]></kwd>
<kwd lng="en"><![CDATA[written language]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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