Guatemala
Effective literacy programs have, as a common denominator, teachers with specialized training. The study summarized in this article suggests that a significant group of educators in the region do not acquire this level of training and, consequently, do not know what the basic skills of early grade l...
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad de Costa Rica
2020
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| Materias: | |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/41591 |
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| _version_ | 1804220700141027328 |
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| author | Nanne Lippmann, Ingrid |
| author_facet | Nanne Lippmann, Ingrid |
| author_sort | Nanne Lippmann, Ingrid |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | Effective literacy programs have, as a common denominator, teachers with specialized training. The study summarized in this article suggests that a significant group of educators in the region do not acquire this level of training and, consequently, do not know what the basic skills of early grade literacy (EGL) are or how they are taught. Pre-service teacher training programs lack evidence-based courses that prepare teachers for this subject. The research, conducted between 2018 and 2019, analyzed the status of pre-service teacher training for the teaching of EGL in a Guatemalan university. A qualitative methodology was applied and data was triangulated from the following sources: (1) the mapping of an EGL pre-service teacher training curricula against a conceptual framework based on evidence on EGL learning and on what teachers-in-training need to learn to be able to teach effectively; (2) interviews with teacher trainers and teachers-in-training; and (3) observations of university classrooms. The results reveal gaps between what the evidence proposes, what the curriculum covers, and the pre-service training that teachers receive. Recommendations are presented for the revision of pre-service teacher training programs and their possible restructuring to better align with current evidence to address some of the identified gaps. |
| format | Online |
| id | INIE-RAIE-article-41591 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-415912021-07-09T19:28:23Z Guatemala Guatemala Nanne Lippmann, Ingrid curricular research early grade literacy pre-service teacher education higher education investigación curricular lectoescritura inicial formación inicial docente educación superior Effective literacy programs have, as a common denominator, teachers with specialized training. The study summarized in this article suggests that a significant group of educators in the region do not acquire this level of training and, consequently, do not know what the basic skills of early grade literacy (EGL) are or how they are taught. Pre-service teacher training programs lack evidence-based courses that prepare teachers for this subject. The research, conducted between 2018 and 2019, analyzed the status of pre-service teacher training for the teaching of EGL in a Guatemalan university. A qualitative methodology was applied and data was triangulated from the following sources: (1) the mapping of an EGL pre-service teacher training curricula against a conceptual framework based on evidence on EGL learning and on what teachers-in-training need to learn to be able to teach effectively; (2) interviews with teacher trainers and teachers-in-training; and (3) observations of university classrooms. The results reveal gaps between what the evidence proposes, what the curriculum covers, and the pre-service training that teachers receive. Recommendations are presented for the revision of pre-service teacher training programs and their possible restructuring to better align with current evidence to address some of the identified gaps. Los programas efectivos en la enseñanza de la lectoescritura tienen, como denominador común, a docentes con una formación especializada. El estudio que se resume en este artículo sugiere que un grupo importante de educadores de la región no adquiere este nivel de formación y, en consecuencia, desconocen cuáles son y cómo se enseñan las habilidades básicas de la Lectoescritura Inicial (LEI). Los programas de formación inicial carecen de cursos basados en la evidencia científica que preparen en esta materia, de acuerdo con el análisis realizado. La investigación, realizada entre 2018 y 2019, analizó el estado de la formación inicial docente (FID) para la enseñanza de la LEI en una universidad guatemalteca. Se aplicó una metodología cualitativa y se trianguló información obtenida de: (1) el mapeo de currículos de FID en el ámbito de la LEI a partir de un marco conceptual basado en la evidencia investigativa sobre el aprendizaje de la LEI y sobre lo que el cuerpo de docentes en formación debe aprender para su instrucción efectiva; (2) entrevistas a docentes formadores y docentes en formación y (3) observaciones de aulas universitarias. Los resultados revelan brechas entre lo que la evidencia propone, lo que el programa incluye y la formación inicial que recibe el alumnado docente, promoviendo la discusión sobre su diseño. Se presentan recomendaciones para la revisión de los programas de FID y su posible reestructuración en alineación a la evidencia actual para abordar algunas de las brechas identificadas. Universidad de Costa Rica 2020-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Sección Especial application/pdf https://revistas.ucr.ac.cr/index.php/aie/article/view/41591 10.15517/aie.v20i2.41591 Actualidades Investigativas en Educación; Vol. 20 No. 2: (May - August) (2020) Actualidades Investigativas en Educación; Vol. 20 Núm. 2: (Mayo - Agosto) (2020) Actualidades Investigativas en Educación; v. 20 n. 2: (Mayo - Agosto) (2020) 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/41591/41994 |
| spellingShingle | curricular research early grade literacy pre-service teacher education higher education investigación curricular lectoescritura inicial formación inicial docente educación superior Nanne Lippmann, Ingrid Guatemala |
| title | Guatemala |
| title_alt | Guatemala |
| title_full | Guatemala |
| title_fullStr | Guatemala |
| title_full_unstemmed | Guatemala |
| title_short | Guatemala |
| title_sort | guatemala |
| topic | curricular research early grade literacy pre-service teacher education higher education investigación curricular lectoescritura inicial formación inicial docente educación superior |
| topic_facet | curricular research early grade literacy pre-service teacher education higher education investigación curricular lectoescritura inicial formación inicial docente educación superior |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/41591 |
| work_keys_str_mv | AT nannelippmanningrid guatemala |