Literacy development is at the core of how we interact with the world around us. However, this concept is not static and changes over time, adapting itself to different circumstances and needs. In the present study, a group of EFL teachers (n=104) is required to define 'literacy'. Their definitions are then analysed to determine their accuracy to those found in present specialised literature in the area. Results show that the notions provided by participants still contain traditional features, and thus, highlight the importance of including the conceptualisation of literacy as a crucial component in in-service training programmes.
This chapter tries to discover how primary school teachers understand what literacy is and to what extent this conceptualisation is influenced by factors indicated by previous literature, such as training, previous experiences, or beliefs (see Korthagen, 2001; and Pozo et al., 2006), while also considering whether working in a bilingual context or being a bilingual teacher may be influential to produce certain types of definitions. Data was gathered using an online questionnaire directed to teachers in Years 3 and 4 in the Madrid Autonomous Community. The responses from the participants (n=115) were categorised and analysed using SPSS. The findings indicate that most definitions rarely fulfil the requirements to be considered complete or entirely accurate. Results also show that only age is a significant variable in producing better definitions. Finally, the study recommends reshaping and offering appropriate teacher training on literacy to update teachers' knowledge and ultimately boost leads to better learning in the classrooms.
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