Beliefs, intentions and practices in the teaching of written language. Case study


  • Inés Rodríguez Martín Universidad de Salamanca
  • María Clemente Linuesa Universidad de Salamanca

Palabras clave:

analysis of practice, relation between theory and practice in the teaching of written language


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