Nicaragua
This article analyzes the results of a curricular investigation carried out in Nicaragua, in the period 2018-2019 and in the regular modality, provided by the Nicaraguan Ministry of Education and managed by the teacher training schools, which grants the title of Primary Education Teacher and that is...
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad de Costa Rica
2020
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/41600 |
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| _version_ | 1804220702017978368 |
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| author | Delgado Rocha, Byron Antonio |
| author_facet | Delgado Rocha, Byron Antonio |
| author_sort | Delgado Rocha, Byron Antonio |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | This article analyzes the results of a curricular investigation carried out in Nicaragua, in the period 2018-2019 and in the regular modality, provided by the Nicaraguan Ministry of Education and managed by the teacher training schools, which grants the title of Primary Education Teacher and that is attended simultaneously with the secondary from the ninth grade. The purpose was to contrast what the evidence suggests is necessary to know and be able to do in order to teach early grade literacy (EGL), and the content of the primary education teacher training curriculum. The methodology followed a qualitative approach based on curriculum mapping, interviews with teacher trainers and teachers-in-training, and classroom observations of subjects related to child development, EGL content, and assessment of learning. Among its main findings, it is worth noting that there is a partial and insufficient alignment of the content of the curriculum with the evidence on effective instruction of this subject. Gaps were identified in content, course bibliographies and time spent on teaching with respect to actual training needs. It was also found that in many classes what is prescribed is different from what is implemented due to the context and individual and institutional experiences of the teacher trainers. The research concludes that key issues critical to effective EGL instruction are not included in the curriculum, evidence is not being considered in the teacher training program, and insufficient time is being given to teaching and practice on instruction. |
| format | Online |
| id | INIE-RAIE-article-41600 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-416002021-07-09T19:28:23Z Nicaragua Nicaragua Delgado Rocha, Byron Antonio curricular research early grade literacy pre-service teacher education training teacher schools Ministry of Public Education investigación curricular lectoescritura inicial formación inicial docente escuelas normales Ministerio de Educación Pública This article analyzes the results of a curricular investigation carried out in Nicaragua, in the period 2018-2019 and in the regular modality, provided by the Nicaraguan Ministry of Education and managed by the teacher training schools, which grants the title of Primary Education Teacher and that is attended simultaneously with the secondary from the ninth grade. The purpose was to contrast what the evidence suggests is necessary to know and be able to do in order to teach early grade literacy (EGL), and the content of the primary education teacher training curriculum. The methodology followed a qualitative approach based on curriculum mapping, interviews with teacher trainers and teachers-in-training, and classroom observations of subjects related to child development, EGL content, and assessment of learning. Among its main findings, it is worth noting that there is a partial and insufficient alignment of the content of the curriculum with the evidence on effective instruction of this subject. Gaps were identified in content, course bibliographies and time spent on teaching with respect to actual training needs. It was also found that in many classes what is prescribed is different from what is implemented due to the context and individual and institutional experiences of the teacher trainers. The research concludes that key issues critical to effective EGL instruction are not included in the curriculum, evidence is not being considered in the teacher training program, and insufficient time is being given to teaching and practice on instruction. Este artículo analiza los resultados de una investigación curricular realizada en Nicaragua, en el período 2018-2019 y en la modalidad regular, provisto por el Ministerio de Educación de Nicaragua y gestionado por las escuelas normales, que otorga el título de Maestro de Educación Primaria y que se cursa simultáneamente con la secundaria a partir del noveno grado. El propósito fue contrastar lo que la evidencia teórica marca como necesario saber y poder hacer para enseñar a leer y escribir en educación inicial, y el contenido del plan de formación del profesorado de Educación Primaria. La metodología responde a un enfoque cualitativo que se basó en el mapeo del currículo, entrevistas a docentes formadoras y en formación y observaciones de clases de las asignaturas relacionadas con las dimensiones sobre desarrollo infantil, contenidos sobre lectoescritura inicial y evaluación. Entre sus principales resultados, se destaca que existe una alineación parcial e insuficiente del contenido del currículo en relación con la evidencia. Se detectaron brechas relacionadas con la carencia de contenidos, bibliografía y tiempo con respecto a la necesidad real de la formación. También se encontró que en muchas líneas lo prescrito es diferente a lo implemento debido al contexto y las experiencias individuales e institucionales de las docentes formadoras. La investigación concluye que se están evadiendo ámbitos clave para asegurar los procesos de aprendizaje de la lectoescritura inicial. No se está considerando los aportes de la evidencia teórica en el plan de formación inicial docente, y no se cuenta con el tiempo suficiente para la enseñanza y la práctica sobre lectoescritura inicial. 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/41600 10.15517/aie.v20i2.41600 Actualidades Investigativas en Educación; Vol. 20 No. 2: (May - August) (2020); 1-15 Actualidades Investigativas en Educación; Vol. 20 Núm. 2: (Mayo - Agosto) (2020); 1-15 Actualidades Investigativas en Educación; v. 20 n. 2: (Mayo - Agosto) (2020); 1-15 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/41600/41999 |
| spellingShingle | curricular research early grade literacy pre-service teacher education training teacher schools Ministry of Public Education investigación curricular lectoescritura inicial formación inicial docente escuelas normales Ministerio de Educación Pública Delgado Rocha, Byron Antonio Nicaragua |
| title | Nicaragua |
| title_alt | Nicaragua |
| title_full | Nicaragua |
| title_fullStr | Nicaragua |
| title_full_unstemmed | Nicaragua |
| title_short | Nicaragua |
| title_sort | nicaragua |
| topic | curricular research early grade literacy pre-service teacher education training teacher schools Ministry of Public Education investigación curricular lectoescritura inicial formación inicial docente escuelas normales Ministerio de Educación Pública |
| topic_facet | curricular research early grade literacy pre-service teacher education training teacher schools Ministry of Public Education investigación curricular lectoescritura inicial formación inicial docente escuelas normales Ministerio de Educación Pública |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/41600 |
| work_keys_str_mv | AT delgadorochabyronantonio nicaragua |