Conocimiento didáctico de alfabetización inicial de una profesora principiante y una experimentada

Abstract

The present study explores didactic knowledge of initial literacy (DK-IL) through an open questionnaire on content representation. We analyzed the answers of two elementary school teachers, a beginner and an experienced one, through systemic networks and didactic knowledge maps regarding three central initial literacy axes: writing, reading and communication. The results reveal that content knowledge is embedded in the DK-IL and that knowledge regarding evaluations is represented by general and unspecific statements that are only loosely linked to the DK construct explored. DK-IL is characterized by declarative knowledge, which is the least referred conditional knowledge. We suggest expanding the investigative work with language teachers on the DK as a personal knowledge that is built and deconstructed in the reflection on the proactive and interactive teaching of specific content