APRENDIZAJES DE CALIDAD EN EL TRABAJO CON EL HIPERTEXTO: ALFABETISMO ACADéMICO EN CARRERAS DE FORMACIóN DOCENTE

the study carried out by the faculty of education of the universidad de concepción, chile is focused on the analysis of hypertextual reading and writing practices presented in the academic contents of the teacher preparation curriculum. this particular study consists of qualitative phenomenographic research and it includes data analysis collected from three programs in education: primary education, differential education and nursery school education, with a sample of 120 students and eighteen professors. phenomenographic research and variation theory was used to describe the way in which the sample of students uses hypertext in the academic context. in each group there are three or four students who open the variation. these practices, associated with those of quality learning, constitute effective experience models which will be the foundation for a future methodological design. the following results are highlighted: a) student reading and writing practices supported by hypertext are located at a semi-structured level of information processing. b) the hypertext tool is a significant device able to empower cognitive and social skills through the use of new routes. c) the library of preferential use used is the virtual one and this resource should be didactically considered by university professors.