<?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>0120-4823</journal-id>
<journal-title><![CDATA[Signo y Pensamiento]]></journal-title>
<abbrev-journal-title><![CDATA[Signo pensam.]]></abbrev-journal-title>
<issn>0120-4823</issn>
<publisher>
<publisher-name><![CDATA[Pontificia Universidad Javeriana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-48232017000200036</article-id>
<article-id pub-id-type="doi">10.11144/javeriana.syp36-71.tiea</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Teorías implícitas sobre la escritura académica en estudiantes de programas de formación inicial docente: ¿inciden en el desempeño escrito?]]></article-title>
<article-title xml:lang="en"><![CDATA[Implicit Theories about the Academic Writing of Students of Initial teacher Training Programs: Do They Influence on Written Performance?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Teorías implícitas sobre escrita académica de alunos de programas de formacao inicial docente: afetam o desempenho escrito?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Errázuriz]]></surname>
<given-names><![CDATA[María Constanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>36</volume>
<numero>71</numero>
<fpage>36</fpage>
<lpage>52</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-48232017000200036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-48232017000200036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-48232017000200036&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esta investigación fue analizar las teorías implícitas sobre la escritura académica en estudiantes y su relación con el desempeño de los mismos en programas de formación inicial docente. Con respecto a las teorías implícitas, se consideró la tipología de transmisión o transacción de White y Bruning (2005), que considera esta actividad como una reproducción del conocimiento o una construcción de este. Desde una metodología cuantitativa, se incluyó la participación de una muestra representativa de 240 estudiantes de Pedagogía de dos regiones chilenas, a quienes se les aplicó un cuestionario y una evaluación de escritura. Uno de los principales hallazgos es que los estudiantes de cuarto año no han evolucionado en sus teorías implícitas y en su desempeño con respecto a los de primer año. Asimismo, se constató que, a más altas teorías implícitas transaccionales, mayor desempeño.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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 &amp; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo desta pesquisa foi analisar as teorias implícitas sobre escrita académica de alunos e sua relação com o desempenho nos alunos de programas de formação inicial docente. No que diz respeito das teorias implícitas, considerou-se a tipologia de transmissão ou transação de White e Bruning (2005), que considera tal atividade como uma reprodução do conhecimento ou uma construção deste. Desde uma metodologia quantitativa incluiu-se a participação de uma amostra representativa (240) de alunos de Pedagogia de duas regiões chilenas, a quem foi aplicado um inquérito e avaliação de escrita. Um dos principais achados foi que os alunos de quarto ano não evoluíram nas suas teorias implícitas e desempenho respeito dos de primeiro. Mesmo assim, constatou-se que entre mais altas teorias implícitas transacionais, maior o desempenho.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[concepciones]]></kwd>
<kwd lng="es"><![CDATA[teorías implícitas]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[alfabetización académica]]></kwd>
<kwd lng="es"><![CDATA[formación inicial docente]]></kwd>
<kwd lng="en"><![CDATA[conceptions]]></kwd>
<kwd lng="en"><![CDATA[implicit theories]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[academic writing]]></kwd>
<kwd lng="en"><![CDATA[teacher training programmes]]></kwd>
<kwd lng="pt"><![CDATA[Concepções]]></kwd>
<kwd lng="pt"><![CDATA[teorias implícitas]]></kwd>
<kwd lng="pt"><![CDATA[escrita]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização académica]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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