Identifying preservice teachers’ belief profiles and their performance in a web-based training for writing instruction

• Rocío C. Seoane ^[1] ; Juan E. Jiménez ^[1] ; Nuria Gutiérrez ^[1]
  1. [1] Universidad de La Laguna

     Universidad de La Laguna

     San Cristóbal de La Laguna, España

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 29, Nº. 2, 2023, págs. 121-132
• Idioma: inglés
• DOI: 10.5093/psed2023a8
• Títulos paralelos:
  • La identificación de los perfiles de creencias de maestros y maestras en formación y su desempeño en un programa web de enseñanza de la escritura
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Esta investigación tiene como objetivo cubrir la necesidad de proporcionar formación en la enseñanza de la escritura a maestros y maestras en formación mediante el uso de un programa web. La aportación novedosa de este trabajo radica en la consideración de las creencias como prerrequisito metodológico a la hora de medir los efectos de un programa web. Con este fin, antes de la instrucción web se realizó un análisis de perfiles latentes con el fin de explorar perfiles únicos de creencias sobre la escritura en maestros y maestras en formación. Se clasificó a los participantes en tres perfiles: perfil ecléctico (n = 129), sociocultural (n = 85) y persona-ambiente (n = 105). Se emplearon modelos mixtos lineales para evaluar si los perfiles de creencias experimentaban cambios en las creencias y el conocimiento después de la formación. Los resultados muestran que los perfiles de creencias difieren entre si en el grado de atribución de las diferentes creencias, pero todos ellos experimentan diferencias significativas en la adquisición del conocimiento de contenidos. Finalmente, se destacan las implicaciones educativas para la formación de futuros docentes.

  • English

    This research aims to fill the need to provide writing education to preservice teachers by using web-based instruction. The novel contribution of this work lies in the consideration of beliefs as a methodological prerequisite when measuring the effects of a web-based program. For this purpose, latent profile analysis was conducted to explore unique profiles of preservice teachers’ beliefs about writing before the web-based instruction. Participants were classified into three profiles: eclectic profile (n = 129), socio-cultural profile (n = 85), and person-environment profile (n = 105). Linear mixed-effects models were employed to assess if belief profiles experienced changes in beliefs and knowledge after the training. Results showed that belief profiles differed from each other in the degree of attribution of the different beliefs but remarkably all of them experienced significant differences in content knowledge acquisition. Finally, educational implications for preservice teachers’ education are highlighted.

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