Abstract

The present study is part of research Fondecyt "The academic literacy in teacher education: progress towards educational hypertext," which includes the need to strengthen the literacy practices of academic technology support teacher training in Chile. Qualitative research describes, from phenomenographic variation theory, empirically validated practices, then, from these results, is responsible for the development of an instructional design that considers the needs identified seeking to develop academic literacy hypertext. This is an ongoing investigation that has partial results relating to the diagnosis and design development. The validation of the latter is running.