Formación en lectura de cuentos: Impacto en intervenciones en educadoras docentes y no docentes
In order to study the changes that the training promotes, the research compares the impact of a formative four months term project, in the interventions during the reading of stories by two educator groups of infants living in poverty in Argentina : one group...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Universidad de Costa Rica
2019
|
| Materias: | |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/38631 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| _version_ | 1804220679889879040 |
|---|---|
| author | Manrique, María Soledad |
| author_facet | Manrique, María Soledad |
| author_sort | Manrique, María Soledad |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | In order to study the changes that the training promotes, the research compares the impact of a formative four months term project, in the interventions during the reading of stories by two educator groups of infants living in poverty in Argentina : one group of non-teaching educators, other of teacher educators. The non-teaching educators are five caregivers, with a low level of education and specific training of an informal nature. The teacher educators are 5 qualified teachers with several years exercising their role. Both groups of caregiver women for a child population from 3 to 5 years old from vulnerable sectors. The designed training device fulfilled a double objective of research and training. On the one hand, it allowed, to study the processes of change in the participants. On the other hand, it aimed to promote in the participants the development of skills which would rise a platform during the reading of stories that will enhance the linguistic and cognitive development of children. It had two samples: a group and an individual. The sample groups were developed through the workshop methodology with a series of activities such as follow: Dramatizations of reading situations, video visualisations of teachers reading stories, exhibitions in which new concepts were presented about children cognitive processes to understand a story and its difficulties and exercises that allowed to test possible ways of intervention to facilitate these processes. In the individual sample, a film was performed by each teacher reading a story and the filmed situation was transcribed then such situation was analyzed together with the teacher. The corpus was set up with the 10 situations of reading of previous stories (5 of each group of educators) and the 10 subsequent to the training device. The constant comparative method was used in the elaboration of a system by categories to classify the predications of the extra-textual speech of both groups of educators during the reading of stories, according to the demand of cognitive processing raised in each preaching. The obtained information allowed to codify the educators interventions . The results of the quantitative analysis in which the frequency of appearance of the analyzed categories is balanced in each situation, show important differences between both groups during the reading situations prior to the course. They also show how these differences in the intervention between both groups of educators are reduced after the training. These results were complemented by the description of the stories and the reading dynamics. We conclude that, while the increase in interventions with high cognitive demand for infants-observed in both groups is greater for non-teaching educators, the device seems to have had greater impact in this group than in the one of the teachers. We discuss the implications of this finding in terms of reading a story versus oral narration, and also in relation to the design of the training device, its transformative capacity and the conditions of possibility for training in all the persons. |
| format | Online |
| id | INIE-RAIE-article-38631 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-386312023-06-07T16:06:31Z Story Reading Training: Impact on interventions of teacher and non-teacher educators Formación en lectura de cuentos: Impacto en intervenciones en educadoras docentes y no docentes Manrique, María Soledad lifelong education preschool teacher education story reading disadvantaged groups educación permanente formación docente preescolar lectura de cuentos grupos desfavorecidos In order to study the changes that the training promotes, the research compares the impact of a formative four months term project, in the interventions during the reading of stories by two educator groups of infants living in poverty in Argentina : one group of non-teaching educators, other of teacher educators. The non-teaching educators are five caregivers, with a low level of education and specific training of an informal nature. The teacher educators are 5 qualified teachers with several years exercising their role. Both groups of caregiver women for a child population from 3 to 5 years old from vulnerable sectors. The designed training device fulfilled a double objective of research and training. On the one hand, it allowed, to study the processes of change in the participants. On the other hand, it aimed to promote in the participants the development of skills which would rise a platform during the reading of stories that will enhance the linguistic and cognitive development of children. It had two samples: a group and an individual. The sample groups were developed through the workshop methodology with a series of activities such as follow: Dramatizations of reading situations, video visualisations of teachers reading stories, exhibitions in which new concepts were presented about children cognitive processes to understand a story and its difficulties and exercises that allowed to test possible ways of intervention to facilitate these processes. In the individual sample, a film was performed by each teacher reading a story and the filmed situation was transcribed then such situation was analyzed together with the teacher. The corpus was set up with the 10 situations of reading of previous stories (5 of each group of educators) and the 10 subsequent to the training device. The constant comparative method was used in the elaboration of a system by categories to classify the predications of the extra-textual speech of both groups of educators during the reading of stories, according to the demand of cognitive processing raised in each preaching. The obtained information allowed to codify the educators interventions . The results of the quantitative analysis in which the frequency of appearance of the analyzed categories is balanced in each situation, show important differences between both groups during the reading situations prior to the course. They also show how these differences in the intervention between both groups of educators are reduced after the training. These results were complemented by the description of the stories and the reading dynamics. We conclude that, while the increase in interventions with high cognitive demand for infants-observed in both groups is greater for non-teaching educators, the device seems to have had greater impact in this group than in the one of the teachers. We discuss the implications of this finding in terms of reading a story versus oral narration, and also in relation to the design of the training device, its transformative capacity and the conditions of possibility for training in all the persons. Con el fin de estudiar los cambios que la formación promueve, la investigación compara el impacto de una instancia formativa de cuatro meses de duración, en las intervenciones durante la lectura de cuentos de dos grupos de educadoras de infantes en situación de pobreza en Argentina: un grupo de educadoras no docentes, otro de educadoras docentes. Las educadoras no docentes son cinco madres cuidadoras, con un nivel educativo bajo y una formación específica de carácter informal. Las educadoras docentes son 5 maestras tituladas con varios años de ejercicio de su rol. Ambos grupos de mujeres atienden una población infantil de 3 a 5 años de sectores vulnerables. El dispositivo de formación diseñado cumplió con un doble objetivo de investigación y de formación. Permitió, por un lado, estudiar los procesos de cambio en las participantes. Por otro lado, tuvo como fin promover en las participantes el desarrollo de habilidades que dieran lugar a un andamiaje durante la lectura de cuentos que potenciara el desarrollo lingüístico y cognitivo infantil. Contó con dos instancias: una grupal y una individual. La instancia grupal se desarrolló mediante la metodología de taller con una serie de actividades tales como: dramatizaciones de situaciones de lectura, visualizaciones en video de maestras leyendo cuentos, exposiciones en las que se presentaron nuevos conceptos acerca de los procesos cognitivos infantiles para comprender un cuento y sus dificultades y ejercicios que permitían ensayar posibles modos de intervención para facilitar dichos procesos. En la instancia individual se realizó una filmación de cada docente leyendo un cuento y se transcribió la situación filmada y se analizó esa situación junto con la docente. El corpus se armó con las 10 situaciones de lectura de cuentos anteriores (5 de cada grupo de educadoras) y las 10 posteriores al dispositivo de formación. Se empleó el método comparativo constante en la elaboración de un sistema de categorías para clasificar las predicaciones del habla extra-textual de ambos grupos de educadoras durante la lectura de cuentos, de acuerdo a la demanda de procesamiento cognitivo planteado en cada predicación. La información obtenida permitió codificar las intervenciones de las educadoras. Los resultados del análisis cuantitativo en que se pondera la frecuencia de aparición de las categorías analizadas en cada situación, muestran diferencias importantes entre ambos grupos durante las situaciones de lectura previas al curso. Muestran también cómo estas diferencias en la intervención entre ambos grupos de educadoras se reducen luego de la formación. Se complementaron estos resultados con la descripción de los cuentos y el de la dinámica de lectura. Concluimos que, en tanto el aumento de las intervenciones con alta demanda cognitiva para infantes -observado en ambos grupos-, es mayor para las educadoras no docentes, el dispositivo parece haber tenido mayor impacto en ese grupo, que en el de docentes. Discutimos las implicancias de este hallazgo en términos de la lectura de un cuento versus narración oral, y también en relación con el diseño del dispositivo de formación, su capacidad transformadora y las condiciones de posibilidad de formarse de todas las personas. Universidad de Costa Rica 2019-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article application/pdf https://revistas.ucr.ac.cr/index.php/aie/article/view/38631 10.15517/aie.v19i3.38631 Actualidades Investigativas en Educación; Vol. 19 No. 3: (Setiembre - Diciembre) Actualidades Investigativas en Educación; Vol. 19 Núm. 3: (Setiembre - Diciembre) Actualidades Investigativas en Educación; v. 19 n. 3: (Setiembre - Diciembre) 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/38631/39388 Derechos de autor 2019 Actualidades Investigativas en Educación http://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | lifelong education preschool teacher education story reading disadvantaged groups educación permanente formación docente preescolar lectura de cuentos grupos desfavorecidos Manrique, María Soledad Formación en lectura de cuentos: Impacto en intervenciones en educadoras docentes y no docentes |
| title | Formación en lectura de cuentos: Impacto en intervenciones en educadoras docentes y no docentes |
| title_alt | Story Reading Training: Impact on interventions of teacher and non-teacher educators |
| title_full | Formación en lectura de cuentos: Impacto en intervenciones en educadoras docentes y no docentes |
| title_fullStr | Formación en lectura de cuentos: Impacto en intervenciones en educadoras docentes y no docentes |
| title_full_unstemmed | Formación en lectura de cuentos: Impacto en intervenciones en educadoras docentes y no docentes |
| title_short | Formación en lectura de cuentos: Impacto en intervenciones en educadoras docentes y no docentes |
| title_sort | formacion en lectura de cuentos impacto en intervenciones en educadoras docentes y no docentes |
| topic | lifelong education preschool teacher education story reading disadvantaged groups educación permanente formación docente preescolar lectura de cuentos grupos desfavorecidos |
| topic_facet | lifelong education preschool teacher education story reading disadvantaged groups educación permanente formación docente preescolar lectura de cuentos grupos desfavorecidos |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/38631 |
| work_keys_str_mv | AT manriquemariasoledad storyreadingtrainingimpactoninterventionsofteacherandnonteachereducators AT manriquemariasoledad formacionenlecturadecuentosimpactoenintervencioneseneducadorasdocentesynodocentes |