Percepción de los docentes acerca de las estrategias para el desarrollo del goce lector en séptimo y octavo básico
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Fecha
2022
Profesor/a Guía
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Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El estudio del goce lector y su definición ha sido difuso, lo que lleva a indagar sobre las percepciones que tienen los docentes acerca del goce lector y las estrategias que utilizan para fomentarlo. La metodología utilizada en esta investigación es de carácter cualitativo con alcance descriptivo e interpretativo. Para recolectar la información se realizó una entrevista semi estructurada a ocho profesores de Lengua y Literatura, que ejercen docencia en los niveles de séptimo y octavo básico en dos colegios de la Región Metropolitana. La entrevista se organizó en tres niveles: conocer las creencias que tienen los docentes acerca del concepto del goce lector, describir las estrategias que los profesores declaran utilizar para fomentar el goce lector en sus estudiantes y finalmente identificar los factores que señalan los docentes que intervienen o influyen en el desarrollo del goce lector. Los resultados obtenidos fueron: Los docentes no manejan el concepto de goce lector, lo focalizan en la comprensión lectora, manifiestan gusto por la lectura, sin embargo, no declaran explícitamente la utilización de la aplicación de estrategias para desarrollar el goce lector en sus estudiantes y por último, sostienen que los factores determinantes que influyen son la motivación, el poco interés de los estudiantes y la escasa participación de la familia. Por lo tanto, se concluye que es necesario proporcionar más herramientas a los docentes para precisar su entendimiento del goce lector y luego, ellos, puedan potenciar estrategias apropiadas para fomentar el placer por la lectura en los estudiantes.
The study of reading pleasure and its definition has been diffuse, due to the above, the objective of this study investigates the perceptions that teachers have about reading enjoyment and the strategies they use to promote it. The methodology used in this research is qualitative with a descriptive and interpretive scope. To collect the information, a semi-structured interview was conducted with eight language and literature teachers who teach at the seventh and eighth grade levels in two schools in the Metropolitan Region. The interview was organized in three levels: to know the beliefs that teachers have about the concept of reading enjoyment, to describe the strategies that teachers declare they use to promote reading enjoyment in their students and finally to identify the factors that teachers indicate that intervene or influence the development of reading pleasure. The results obtained were: Teachers do not handle the concept of reading enjoyment, they focus on reading comprehension, they show a taste for reading, but they do not know how to apply strategies to develop reading enjoyment in their students and finally, they maintain that the factors determinants that influence are the motivation, the little interest of the students and the little participation of the family. Therefore, it is concluded that it is necessary to provide more tools to teachers to specify their understanding of reading enjoyment and then they can promote appropriate strategies to promote the pleasure of reading in students.
The study of reading pleasure and its definition has been diffuse, due to the above, the objective of this study investigates the perceptions that teachers have about reading enjoyment and the strategies they use to promote it. The methodology used in this research is qualitative with a descriptive and interpretive scope. To collect the information, a semi-structured interview was conducted with eight language and literature teachers who teach at the seventh and eighth grade levels in two schools in the Metropolitan Region. The interview was organized in three levels: to know the beliefs that teachers have about the concept of reading enjoyment, to describe the strategies that teachers declare they use to promote reading enjoyment in their students and finally to identify the factors that teachers indicate that intervene or influence the development of reading pleasure. The results obtained were: Teachers do not handle the concept of reading enjoyment, they focus on reading comprehension, they show a taste for reading, but they do not know how to apply strategies to develop reading enjoyment in their students and finally, they maintain that the factors determinants that influence are the motivation, the little interest of the students and the little participation of the family. Therefore, it is concluded that it is necessary to provide more tools to teachers to specify their understanding of reading enjoyment and then they can promote appropriate strategies to promote the pleasure of reading in students.
Notas
Tesis (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Lectura (Educación Básica), Investigaciones, Estrategias de Enseñanza, Profesores de Lenguaje y Comunicación, Educación Básica, Investigaciones