Intervenciones docentes en la tarea de leer para responder cuestionarios
Considering the epistemic potential of reading and writing as instruments of thought and development of new knowledge, this article focuses on disciplinary teaching in high school courses with the help of reading and writing. Its main objective is to describe and analyze intervention strategies used...
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| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad de Costa Rica
2017
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/29081 |
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| _version_ | 1804220576070369280 |
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| author | Rosli, Natalia Carlino, Paula |
| author_facet | Rosli, Natalia Carlino, Paula |
| author_sort | Rosli, Natalia |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | Considering the epistemic potential of reading and writing as instruments of thought and development of new knowledge, this article focuses on disciplinary teaching in high school courses with the help of reading and writing. Its main objective is to describe and analyze intervention strategies used by three Argentinean teachers in a recurrent task: reading to answer questionnaires. We found no studies addressing teaching mediated by reading and writing in subjects with students from low-income families. This qualitative naturalistic case study was conducted in last-year courses attended mostly by students who work and are adolescent parents. In-depth interviews were conducted with three teachers and fourteen students, 39 classes were observed and class-material was collected. Data were analyzed using categorization and contextualization strategies. Results show that teachers perform three functions: definition of the environment, environmental management, and evaluation of the task. These functions install students on task but do not tend to explore how they interpret the texts. The structure of the activity could be redefined in order to promote epistemic uses of reading, writing and dialogue as well as to allow interpretations to be expressed and discussed in class. This would offer students the opportunity of accessing, communicating and reflecting on disciplinary contents. We claim that the epistemic use of these tools can ultimately contribute with educational equity |
| format | Online |
| id | INIE-RAIE-article-29081 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2017 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-290812023-06-07T21:52:23Z Teacher intervention strategies in the task of reading to complete questionnaires Intervenciones docentes en la tarea de leer para responder cuestionarios Rosli, Natalia Carlino, Paula reading writing teacher intervention strategies high school lectura escritura intervenciones docentes escuela secundaria reading writing teacher intervention high school Considering the epistemic potential of reading and writing as instruments of thought and development of new knowledge, this article focuses on disciplinary teaching in high school courses with the help of reading and writing. Its main objective is to describe and analyze intervention strategies used by three Argentinean teachers in a recurrent task: reading to answer questionnaires. We found no studies addressing teaching mediated by reading and writing in subjects with students from low-income families. This qualitative naturalistic case study was conducted in last-year courses attended mostly by students who work and are adolescent parents. In-depth interviews were conducted with three teachers and fourteen students, 39 classes were observed and class-material was collected. Data were analyzed using categorization and contextualization strategies. Results show that teachers perform three functions: definition of the environment, environmental management, and evaluation of the task. These functions install students on task but do not tend to explore how they interpret the texts. The structure of the activity could be redefined in order to promote epistemic uses of reading, writing and dialogue as well as to allow interpretations to be expressed and discussed in class. This would offer students the opportunity of accessing, communicating and reflecting on disciplinary contents. We claim that the epistemic use of these tools can ultimately contribute with educational equity Al considerar que la lectura y la escritura tienen potencialidad epistémica como instrumentos de pensamiento y desarrollo de nuevos conocimientos, este artículo focaliza la enseñanza de contenidos disciplinares con ayuda de leer y escribir en materias del nivel secundario. El objetivo principal de esta investigación fue describir y analizar las intervenciones realizadas por tres docentes argentinos en la tarea de leer para responder cuestionarios, dicha actividad es recurrente en un curso con estudiantes de sectores socioeconómicos desfavorecidos. No se han encontrado estudios que aborden prácticas de enseñanza mediadas por la lectura y la escritura en asignaturas con población de esta procedencia. En concreto, los y las estudiantes de esta escuela son trabajadores y madres y padres adolescentes que habitan en una villa. Bajo una metodología cualitativa, se diseñó un estudio de casos naturalista y se entrevistó en profundidad a los tres profesores y los catorce estudiantes. Se observaron 39 clases y se recogieron documentos. Las transcripciones de las entrevistas y las observaciones de clases se analizaron mediante estrategias de categorización y contextualización. Los resultados muestran que los profesores intervienen a través de tres funciones –definición del medio, gestión del medio y evaluación de la tarea– que comprometen a los estudiantes en la tarea, pero que escasamente indagan por sus interpretaciones acerca de lo que están leyendo. Redefinir la estructura de esta actividad, mediante la promoción en clase de usos entramados de la lectura, la escritura y el diálogo – como expresar las interpretaciones y debatir sobre ellas– ofrecería a los estudiantes posibilidades de acceder, comunicar y reflexionar sobre el conocimiento, al tiempo que colaboraría con el objetivo de equidad educativa Universidad de Costa Rica 2017-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion qualitative Article investigación cualitativa application/pdf text/html https://revistas.ucr.ac.cr/index.php/aie/article/view/29081 10.15517/aie.v17i3.29081 Actualidades Investigativas en Educación; Vol. 17 No. 3: (Setiembre - Diciembre) Actualidades Investigativas en Educación; Vol. 17 Núm. 3: (Setiembre - Diciembre) Actualidades Investigativas en Educación; v. 17 n. 3: (Setiembre - Diciembre) 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/29081/29100 https://revistas.ucr.ac.cr/index.php/aie/article/view/29081/39195 Derechos de autor 2017 Actualidades Investigativas en Educación |
| spellingShingle | reading writing teacher intervention strategies high school lectura escritura intervenciones docentes escuela secundaria reading writing teacher intervention high school Rosli, Natalia Carlino, Paula Intervenciones docentes en la tarea de leer para responder cuestionarios |
| title | Intervenciones docentes en la tarea de leer para responder cuestionarios |
| title_alt | Teacher intervention strategies in the task of reading to complete questionnaires |
| title_full | Intervenciones docentes en la tarea de leer para responder cuestionarios |
| title_fullStr | Intervenciones docentes en la tarea de leer para responder cuestionarios |
| title_full_unstemmed | Intervenciones docentes en la tarea de leer para responder cuestionarios |
| title_short | Intervenciones docentes en la tarea de leer para responder cuestionarios |
| title_sort | intervenciones docentes en la tarea de leer para responder cuestionarios |
| topic | reading writing teacher intervention strategies high school lectura escritura intervenciones docentes escuela secundaria reading writing teacher intervention high school |
| topic_facet | reading writing teacher intervention strategies high school lectura escritura intervenciones docentes escuela secundaria reading writing teacher intervention high school |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/29081 |
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