PercepciĆ³n de los docentes de una escuela municipal sobre estrategias de comprensiĆ³n lectora en lectura inicial en contexto de pandemia
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2021
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es
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Resumen
El Covid-19 generĆ³ un cambio en la modalidad de enseƱanza en Chile que implicĆ³ ajustes en lo
que el docente tenĆa que enseƱar y el cĆ³mo debĆa enseƱar. La lectura como un aprendizaje
fundamental se vio perjudicada, por lo que es relevante conocer quĆ© estrategias de comprensiĆ³n
han sido utilizadas en este contexto, el rol de los padres en su educaciĆ³n y quĆ© cambios han
implementado en comparaciĆ³n a un aƱo de enseƱanza regular.
La presente investigaciĆ³n analiza la percepciĆ³n que tienen los docentes de una escuela de ViƱa del
Mar respecto de la enseƱanza de estrategias de comprensiĆ³n lectora en lectura inicial en contexto
de pandemia, enmarcada dentro del enfoque cualitativo desde un alcance descriptivointerpretativo. A partir de una entrevista semiestructurada individual a 10 docentes que se
desempeƱaron en los cursos de kinder a segundo bƔsico, los aƱos 2020 y 2021, se puede concluir
que los docentes no logran conceptualizar lo que son las estrategias de comprensiĆ³n lectora pero
logran reconocer las estrategias mƔs beneficiosas de enseƱar en el nivel de lectura inicial y por
Ćŗltimo el mayor cambio percibido ha sido la forma de enseƱar desde lo presencial a lo remoto.
Se espera con lo expuesto contribuir al establecimiento con informaciĆ³n que les permita conocer
cĆ³mo sus docentes desarrollan la enseƱanza de las estrategias de comprensiĆ³n lectora en lectura
inicial y poder asĆ lograr las metas propuestas en sus planes anuales o planes de mejoramiento
educativo.
Covid-19 generated a change in the teaching modality in Chile that implied adjustments in what teachers had to teach and how they should teach. Reading as a fundamental learning process was affected, so it is relevant to know what comprehension strategies have been used in this context, the role of parents in their education and what changes have been implemented in comparison to a year of regular teaching. This research analyzes the perception that teachers of a school in ViƱa del Mar have regarding the teaching of reading comprehension strategies in initial reading in the context of pandemic, framed within the qualitative approach from a descriptive-interpretative scope. From an individual semistructured interview with 10 teachers who worked in kindergarten to second grade, in 2020 and 2021, it can be concluded that teachers are not able to conceptualize what reading comprehension strategies are, but they are able to recognize the most beneficial strategies to teach at the initial reading level and finally, the greatest change perceived has been the way of teaching from the classroom to the remote. It is hoped that the above will contribute to the establishment with information that will allow them to know how their teachers develop the teaching of reading comprehension strategies in early reading and thus be able to achieve the goals proposed in their annual plans or educational improvement plans.
Covid-19 generated a change in the teaching modality in Chile that implied adjustments in what teachers had to teach and how they should teach. Reading as a fundamental learning process was affected, so it is relevant to know what comprehension strategies have been used in this context, the role of parents in their education and what changes have been implemented in comparison to a year of regular teaching. This research analyzes the perception that teachers of a school in ViƱa del Mar have regarding the teaching of reading comprehension strategies in initial reading in the context of pandemic, framed within the qualitative approach from a descriptive-interpretative scope. From an individual semistructured interview with 10 teachers who worked in kindergarten to second grade, in 2020 and 2021, it can be concluded that teachers are not able to conceptualize what reading comprehension strategies are, but they are able to recognize the most beneficial strategies to teach at the initial reading level and finally, the greatest change perceived has been the way of teaching from the classroom to the remote. It is hoped that the above will contribute to the establishment with information that will allow them to know how their teachers develop the teaching of reading comprehension strategies in early reading and thus be able to achieve the goals proposed in their annual plans or educational improvement plans.
Notas
Proyecto empĆrico (MagĆster en ComprensiĆ³n Lectora y ProducciĆ³n de Textos)
Palabras clave
PercepciĆ³n, Profesores de EducaciĆ³n BĆ”sica, Investigaciones, ComprensiĆ³n de Lectura, Estrategias de EnseƱanza, EnseƱanza BĆ”sica, COVID-19 pandemia, 2020, Chile, ViƱa del Mar