María Clemente Linuesa’s scientific contributions

There are many cases of studies that address teaching materials, and the use teachers make of them. Teachers select, combine and adapt resources and include them in the broader management of their classroom practices. This research is part of the European didactic tradition that gives teachers and students a significant role in the process of teaching and restructuring school subjects. This chapter presents the common ground among the approaches to the teaching of initial literacy proposed by curricular materials and classroom practices with students in Early Childhood Education. The aim of this chapter will therefore be to establish the role materials play in the classroom, and specifically the teaching approach to initial literacy they involve and their correspondence with the classroom practices in which such materials are used. All this is set against the background of teaching initial literacy to students aged 3, 4 and 5 in Spain. The research we are presenting here has adopted a case-study model involving real practices. We obtained video recordings of 39 classroom sessions from nine teachers. We applied two qualitative data analysis systems to study the practices for teaching initial literacy in the classroom and the tasks in the materials. The results suggest a moderate alignment between practices and materials, within a curricular context that guides rather than dictates, albeit with a reasonably consolidated didactic culture regarding the teaching of initial literacy.KeywordsTeaching practicesInitial literacyEarly Childhood EducationTeaching tasksCurricular resourcesInstrumental Approach

El tema de la enseñanza de la lengua escrita se centró durante décadas en una cuestión metodológica, la valoración de los métodos fonético y global. Ambos enfoques se han basado en intuiciones y prácticas de profesores y se centraban básicamente en el aprendizaje del sistema de escritura. Hoy disponemos de un importante cuerpo de conocimientos teóricos basados en la investigación que nos aporta claves esenciales para plantear una didáctica de la lengua escrita más fundamentada. En este trabajo, basándonos en las aportaciones de distintas líneas teóricas, presentamos una propuesta integradora de la enseñanza de la lengua escrita.

El conocimiento fonológico o conciencia fonológica se ha identificado como una habilidad clave para aprender a leer en los sistemas alfabéticos ; que el niño adquiera ese conocimiento es sin duda una valiosa ayuda para facilitar el aprendizaje lector. En este artículo se analizan algunos aspectos ampliamente estudiados como son la habilidad para reconocer la rima de las palabras, la conciencia silábica y el reconocimiento de fonemas y su papel en el desarrollo del conocimiento fonológico, finalmente como consecuencia de este análisis se propone una serie de ejemplos de actividades para ese desarrollo.

El objetivo fundamental que nos planteamos en esta investigación es analizar y conocer la funcionalidad lingüística de los niños, en este caso de edades comprendidas entre los 3 y los 10 años, estudiados dentro del ámbito escolar. Para realizar este trabajo elaboramos un modelo de análisis funcional del lenguaje categorizado en diez funciones que nos permite analizar el lenguaje en uso de estos sujetos. En este artículo se describen las funciones lingüísticas de nuestro modelo con sus correspondientes características y ejemplificaciones para desarrollar en una segunda parte los procedimientos de recogida de información que hemos realizado. En el tercer apartado hacemos un análisis de los datos, para reseñar al final las conclusiones más importantes a las que hemos llegado con estos resultados. En el ultimo apartado derivamos unas aplicaciones didácticas que tienen como objetivo fundamental desarrollar estrategias para la practica pedagógica.

This article presents a study analysing the beliefs a teacher has about teaching written language and comparing them with her teaching practice. Data were collected through interviews and direct observation. A system of categories deriving from theories on teaching written language was used to assess the data. The results point to differences between the teacher's reflections on what she thought she had done and what actually happened in practice, whereas an important concurrence was revealed between her beliefs and the practices observed.

En este trabajo se presenta un estudio sobre la practica en la ensenanza inicial de la lengua escrita, a fin de comprobar en profundidad cuales son las tareas reales que lleva a cabo una docente. Se contrastan estas practicas con un sistema de categorias que representa un planteamiento integral de la alfabetizacion inicial. Los resultados apuntan que el trabajo de esta profesora, tal vez de manera intuitiva, constituye un buen ejemplo de como trabajar la lengua escrita de una manera integral segun el conocimiento teorico disponible. Todo ello en un escenario en el que se ha generado un proceso de reflexion sobre la practica con la profesora.

En este trabajo se estudian las actitudes y creencias que los profesores de secundaria tienen sobre la utilización de los recursos de Internet en sus prácticas. Se presentan los resultados obtenidos aplicando un cuestionario (n=1.721) que abarca diversas dimensiones, obteniéndose datos respecto de las actitudes de los profesores en relación al uso o no de recursos de Internet, a las tareas docentes para las que se emplean y con la formación recibida al respecto. Se ofrecen datos de los porcentajes de respuestas a los ítems del cuestionario e índices correlacionales. Entre los resultados destaca la relación entre las actitudes de los profesores y el que introduzcan estos recursos en sus prácticas, así como el papel que juega la edad y el sexo de los profesores en estas actitudes. También se pone de relieve la relación entre la creencia de los profesores en su competencia digital y la probabilidad de que utilicen los recursos de la Red en sus prácticas. Por último, lo resultados destacan la relación que aparece entre la formación recibida sobre Internet y las diferencias en la percepción sobre competencia digital de los docentes. Los resultados subrayan la necesidad de estudiar en profundidad cuáles son las creencias que explican de forma específica la adopción o no de estos recursos digitales, cómo se conforman y qué elementos las definen.The work below examines the attitudes and beliefs that secondary teachers have about the use of Internet resources in their practices. It is presented results obtained from a questionnaire (n=1,721) with different dimensions, obtaining data about teachers' attitudes and reasons with respect to the use of Internet resources, respect to teachers' tasks employed for and respect to training teachers received about Internet resources. The study use descriptive and correlation data of answers percentages to questionnaire items. Results show that attitudes are very important to explain the use of these resources in classroom practices. Also, the role that teachers' perception about their digital competencies plays over the possibility to use Internet resources in their classroom practices. These results show differences between teacher in function of age and genre. Finally, teachers' training about Internet has a positive effect on self perception about digital competencies. The results point to the need of research on what beliefs could explain why teachers decide to use or not Internet resources, how they use them and which factors are included.

This paper examines how six early childhood teachers integrate into their practice a digital resource consisting of a technological desk designed to be used with children at early ages. It includes an ibm computer with a cd-rom reader, Internet access and Windows xp operating system. The incorporation of ict resources into classroom practice will depend on the teacher's pedagogical knowledge of the discipline, and it will also depend on whether or not these resources make sense within the 'action plans' that the teacher is using to manage his or her activity in direct teaching. Using a system to analyse classroom interaction that segments teaching practice into categories differentiated by level of generality, we studied recordings of twelve classroom sessions in which the resource described above is used. The results show that common patterns exist among the teachers studied as regards the development of these practices. The most important pattern detected is the central nature of tasks in the classroom and the subordination of ict resources to these curricular elements. It is also important to underscore the appearance of different pedagogical approaches when ict are incorporated into the early childhood classroom. One of the main conclusions is that the incorporation of ict resources into teaching only makes sense if it is consistent with the execution of the practice and that consistency has been verified in our study through the analysis of direct teaching practices incorporating ict resources. These findings pose challenges for the development of future research studies regarding the consistency and diversification of the patterns of action found and for teacher education.

This paper examines how six early childhood teachers integrate into their practice a digital resource consisting of a technological desk designed to be used with children at early ages. It includes an IBM computer with a CD-ROM reader, Internet access and Windows XP operating system. The incorporation of ict resources into classroom practice will depend on the teacher�s pedagogical knowledge of the discipline, and it will also depend on whether or not these resources make sense within the �action plans� that the teacher is using to manage his or her activity in direct teaching. Using a system to analyse classroom interaction that segments teaching practice into categories differentiated by level of generality, we studied recordings of twelve classroom sessions in which the resource described above is used. The results show that common patterns exist among the teachers studied as regards the development of these practices. The most important pattern detected is the central nature of tasks in the classroom and the subordination of ict resources to these curricular elements. It is also important to underscore the appearance of different pedagogical approaches when ict are incorporated into the early childhood classroom. One of the main conclusions is that the incorporation of ict resources into teaching only makes sense if it is consistent with the execution of the practice and that consistency has been verified in our study through the analysis of direct teaching practices incorporating ict resources. These findings pose challenges for the development of future research studies regarding the consistency and diversification of the patterns of action found and for teacher education.

This article deals with different aspects in relation to how compulsory education teachers with students with SEN (both support teachers and regular classroom teachers) use and value the role of Information and Communication Technologies (ICT) in their work.The research consists of a qualitative design involving ten schools (from Castilla y León) where semi-structured interviews were carried out to learn the relevant aspects in the value that teachers concede to ICT; times and venues for its use;curriculum areas in which they are used; type of tasks they are used in, etc.Both the preparation required by these teachers to employ such resources in the classroom and how well the schools were equipped was also analysed.The data obtained show that teachers highly value ICT, although these resources are not used enough owing to different reasons: insufficient resources, scant teacher training and lack of strategies for integrating them into the curriculum. In fact,the use and integration of these media appear to be scarce in the teaching staff everyday work.