Programa de formación docente para la enseñanza estratégica de la comprensión de textos narrativos
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Archivos
Fecha
2017
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El presente artículo está inscrito dentro del marco de la investigación acción. Se desarrolló un programa de acompañamiento docente cuyo objetivo fue objetivo analizar las experiencias de las profesoras a partir de un proceso de formación orientado en el trabajo de estrategias para la enseñanza de la comprensión lectora en textos narrativos. Este acompañamiento estuvo protagonizado por una profesora mentora quien trabajó directamente junto a dos profesoras mentorizadas (las tres pertenecientes a la misma institución), quiénes fueron asesoradas para implementar un conjunto de estrategias planificadas en función de desarrollar la comprensión lectora en textos narrativos. Al finalizar este proceso de acompañamiento se recogieron las experiencias vividas a través de un focus group para determinar el impacto que tuvo este programa de acompañamiento en las profesoras mentorizadas. Este programa colaboró con el quehacer pedagógico de las profesoras mentorizadas, pues se realizó dentro de la jornada de clases, entregó diferentes herramientas para trabajar en aula y logró vincular a los estudiantes con la lectura de textos narrativos.
This article is inscribed within the framework of the action research. Its purpose was to develop a teaching accompaniment program, which objective was focused on analysing the teachers’ experiences in a formative process, this one oriented to develop strategies for teaching reading comprehension in narrative texts. This accompaniment was carried out by a mentor teacher who worked directly with two mentee teachers (all three belonging to the same institution), who were advised to implement a set of strategies planned in order to improve reading comprehension in narrative texts among students. At the end of this accompaniment process, the experiences gained were collected through a focus group to determine the impact of this program on the mentee teachers. This program collaborated with the pedagogical task of the mentorized teachers, since it was carried out within the class day, gave different tools to work in the classroom and managed to link the students with the reading of narrative texts.
This article is inscribed within the framework of the action research. Its purpose was to develop a teaching accompaniment program, which objective was focused on analysing the teachers’ experiences in a formative process, this one oriented to develop strategies for teaching reading comprehension in narrative texts. This accompaniment was carried out by a mentor teacher who worked directly with two mentee teachers (all three belonging to the same institution), who were advised to implement a set of strategies planned in order to improve reading comprehension in narrative texts among students. At the end of this accompaniment process, the experiences gained were collected through a focus group to determine the impact of this program on the mentee teachers. This program collaborated with the pedagogical task of the mentorized teachers, since it was carried out within the class day, gave different tools to work in the classroom and managed to link the students with the reading of narrative texts.
Notas
Tesis (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Profesores, Formación Profesional, Comprensión de Lectura, Enseñanza