Resumen

ERRAZURIZ, María Constanza. Implicit Theories about the Academic Writing of Students of Initial teacher Training Programs: Do They Influence on Written Performance?. Signo pensam. [online]. 2017, vol.36, n.71, pp.36-52. ISSN 0120-4823.  https://doi.org/10.11144/javeriana.syp36-71.tiea.

This research is aimed at analyzing the conceptions on students writing and its relation to performance. Regarding the implicit theories in writing, the transmission or transaction typology according to White & Bruning (2005), which considers this activity as a reproduction of knowledge or its construction was studied. A quantitative method, that included the participation of a representative sample of the in two Chilean regions (n=240), who had to answer a questionnaire on writing and a writing assessment. Finally, it was confirmed that students in the fourth year have not had developed their implicit theories and writing any further in that regard than first year students. Likewise, it was evidenced that students with higher transactional implicit theories write texts of higher quality.

Palabras clave : conceptions; implicit theories; writing; academic writing; teacher training programmes.

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