Costa Rica
This article summarizes the findings of the research study "Pre-service teacher training in early grade literacy (EGL) for the Primary Education major at the University of Costa Rica", specifically the one taught at the Rodrigo Facio branch. The study analyzed EGL pre-service teacher train...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Universidad de Costa Rica
2020
|
| Materias: | |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/41611 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| _version_ | 1804220702355619840 |
|---|---|
| author | Araya Ramírez, Jéssica Ramírez Molina, Catalina |
| author_facet | Araya Ramírez, Jéssica Ramírez Molina, Catalina |
| author_sort | Araya Ramírez, Jéssica |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | This article summarizes the findings of the research study "Pre-service teacher training in early grade literacy (EGL) for the Primary Education major at the University of Costa Rica", specifically the one taught at the Rodrigo Facio branch. The study analyzed EGL pre-service teacher training, was conducted with a qualitative-descriptive methodology and took place from July 2018 to July 2019. Data were collected and analyzed based on the triangulation of information obtained from three sources: (1) mapping of pre-service teacher training curricula in the area of EGL including eleven courses covering the following three dimensions: Child Development, Knowledge of EGL Content and Evaluation of Learning; (2) eight interviews with teacher trainers and twelve interviews with teachers-in-training; and (3) five observations of university classrooms. The study results suggest that the link between the pre-service training programs, the classroom practice developed by the teacher trainers, and the practical knowledge required by the teachers-in-training to teach EGL requires greater integration and articulation. The implications of these findings need to be reviewed and analyzed by those who coordinate the Primary Education degree and those who serve as teacher educators. It is necessary to align course curricula to what evidence recommends for effective development of literacy skills in this century. |
| format | Online |
| id | INIE-RAIE-article-41611 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-416112021-07-09T19:28:23Z Costa Rica Costa Rica Araya Ramírez, Jéssica Ramírez Molina, Catalina Curricular research initial reading and writing literacy initial teacher training higher education Investigación curricular lectoescritura inicial formación inicial docente educación superior This article summarizes the findings of the research study "Pre-service teacher training in early grade literacy (EGL) for the Primary Education major at the University of Costa Rica", specifically the one taught at the Rodrigo Facio branch. The study analyzed EGL pre-service teacher training, was conducted with a qualitative-descriptive methodology and took place from July 2018 to July 2019. Data were collected and analyzed based on the triangulation of information obtained from three sources: (1) mapping of pre-service teacher training curricula in the area of EGL including eleven courses covering the following three dimensions: Child Development, Knowledge of EGL Content and Evaluation of Learning; (2) eight interviews with teacher trainers and twelve interviews with teachers-in-training; and (3) five observations of university classrooms. The study results suggest that the link between the pre-service training programs, the classroom practice developed by the teacher trainers, and the practical knowledge required by the teachers-in-training to teach EGL requires greater integration and articulation. The implications of these findings need to be reviewed and analyzed by those who coordinate the Primary Education degree and those who serve as teacher educators. It is necessary to align course curricula to what evidence recommends for effective development of literacy skills in this century. Este artículo resume los hallazgos de la investigación “La formación inicial docente en lectoescritura inicial de la carrera de Educación Primaria de la Universidad de Costa Rica”, específicamente la que se imparte en la Sede Rodrigo Facio. El estudio analizó la formación docente inicial en relación con la lectoescritura, se condujo con una metodología de orientación cualitativa-descriptiva y se desarrolló de julio 2018 a julio 2019. Los datos se recolectaron y analizaron a partir de la triangulación de información obtenida de tres fuentes: (1) mapeo de los currículos de formación inicial docente en el ámbito de la lectoescritura inicial (LEI), once programas de cursos de la carrera de primaria a partir de tres dimensiones: Desarrollo infantil, Conocimiento de la LEI y Evaluación del aprendizaje; (2) ocho entrevistas al cuerpo docente formador (DF) y doce entrevistas al cuerpo docente en formación (DeF); y (3) cinco observaciones de aula universitaria. Los resultados sugieren que el hilo entre los programas de formación, la práctica de clase desarrollada por el cuerpo de DF y el conocimiento práctico que requiere el grupo de DeF para enseñar lectoescritura requieren mayor integración y articulación. Las implicaciones de estos hallazgos ameritan ser revisadas y analizadas por quienes coordinan la carrera de Educación Primaria y fungen como formadores de formadores. La concordancia de los programas de los cursos a lo que recomienda la evidencia investigativa para el desarrollo efectivo de las habilidades para leer y escribir en el presente siglo, es necesaria. 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/41611 10.15517/aie.v20i2.41611 Actualidades Investigativas en Educación; Vol. 20 No. 2: (May - August) (2020); 1-21 Actualidades Investigativas en Educación; Vol. 20 Núm. 2: (Mayo - Agosto) (2020); 1-21 Actualidades Investigativas en Educación; v. 20 n. 2: (Mayo - Agosto) (2020); 1-21 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/41611/42010 |
| spellingShingle | Curricular research initial reading and writing literacy initial teacher training higher education Investigación curricular lectoescritura inicial formación inicial docente educación superior Araya Ramírez, Jéssica Ramírez Molina, Catalina Costa Rica |
| title | Costa Rica |
| title_alt | Costa Rica |
| title_full | Costa Rica |
| title_fullStr | Costa Rica |
| title_full_unstemmed | Costa Rica |
| title_short | Costa Rica |
| title_sort | costa rica |
| topic | Curricular research initial reading and writing literacy initial teacher training higher education Investigación curricular lectoescritura inicial formación inicial docente educación superior |
| topic_facet | Curricular research initial reading and writing literacy initial teacher training higher education Investigación curricular lectoescritura inicial formación inicial docente educación superior |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/41611 |
| work_keys_str_mv | AT arayaramirezjessica costarica AT ramirezmolinacatalina costarica |