Teaching Practice and Initial Learning of Written Language

Several studies on language didactics point out that the performance of pre-service teachers is highly influenced by beliefs that resist curricular orientations and research knowledge. This work aims to show the functioning of teaching practices for initial learning of reading and writing determined by the Spanish curriculum. To this effect, under a qualitative methodology that addresses the dialogic perspective of teaching, 71 reading and writing tasks were analyzed, which were representative of three different teaching practice profiles. The results show differences between tasks in terms of their typology, the interaction they generate, the materials and resources that come into play, and the contents they develop. The relevance of knowledge regarding practices is made explicit, which is grounded and contextualized in the reality of Infant and Primary classrooms in order to further the knowledge of pre-service teachers and teachers' professional development.