Percepciones de profesores de primero básico sobre la motivación de los estudiantes en el proceso de lectoescritura
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Fecha
2020
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 objetivo de esta investigación es analizar las percepciones de profesores de primero
básico sobre la motivación en el proceso de lectoescritura. Para lograrlo, se expone la
importancia y relación que presenta la motivación en el proceso de literacidad. La
metodología implementada es de tipo cualitativa, con un diseño fenomenológico en el
cual se utilizó una muestra no probabilística por cuotas de doce profesoras de enseñanza
básica, de distinta dependencia escolar y que tuvieran al menos tres años de experiencia
enseñando lectoescritura. A éstas se les aplicó una entrevista semiestructurada y
posteriormente se realizó un análisis de sus respuestas, lo cual refleja que las docentes
consideran que su formación de pregrado fue poco favorable, que la motivación posee
un rol fundamental en la adquisición de la lectoescritura, que utilizan diversidad de
métodos adaptados para su enseñanza y usan variadas estrategias con material didáctico
y tecnológico. Este estudio entrega información sobre la motivación en lectoescritura en
primero básico, tema con escasa investigación previa. Al mismo tiempo, abre
interrogantes sobre la calidad de la formación de pregrado de los docentes y la forma
cómo se enseña lectoescritura en las aulas chilenas, por lo que invita a continuar
indagando en el tema.
The objective of this research is to analyze the perceptions of first grade teachers on motivation in the literacy process. To achieve this, the importance and relationship that motivation presents in the literacy process is exposed. The methodology implemented is qualitative, with a phenomenological design in which a non-probabilistic sample was used by quotas of twelve elementary school teachers, from different school dependencies and who had at least three years of experience teaching literacy. A semistructured interview was applied to these and subsequently an analysis of their responses was carried out, which reflects that the teachers consider that their undergraduate training was unfavorable, that motivation plays a fundamental role in the acquisition of literacy, that they use diversity of methods adapted for their teaching and use various strategies with didactic and technological material. This study provides information on motivation in first grade literacy, a topic with little previous research. At the same time, it raises questions about the quality of undergraduate teacher training and the way in which literacy is taught in Chilean classrooms, which is why it invites us to continue investigating the subject.
The objective of this research is to analyze the perceptions of first grade teachers on motivation in the literacy process. To achieve this, the importance and relationship that motivation presents in the literacy process is exposed. The methodology implemented is qualitative, with a phenomenological design in which a non-probabilistic sample was used by quotas of twelve elementary school teachers, from different school dependencies and who had at least three years of experience teaching literacy. A semistructured interview was applied to these and subsequently an analysis of their responses was carried out, which reflects that the teachers consider that their undergraduate training was unfavorable, that motivation plays a fundamental role in the acquisition of literacy, that they use diversity of methods adapted for their teaching and use various strategies with didactic and technological material. This study provides information on motivation in first grade literacy, a topic with little previous research. At the same time, it raises questions about the quality of undergraduate teacher training and the way in which literacy is taught in Chilean classrooms, which is why it invites us to continue investigating the subject.
Notas
Artículo de investigación (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Percepción, Profesores de Educación Básica, Formación Profesional, Lectoescritura, Motivación en la Educación, Enseñanza Básica