Prácticas docentes de desarrollo de la lectura en las disciplinas de profesoras de educación básica: ¿Cómo son sus interacciones discursivas?

Translated title of the contribution: Teaching practices of reading development in the disciplines of primary teachers: How are their discursive interactions?

María Constanza Errázuriz Cruz*, Omar Davison, Andrea Cocio, Liliana Fuentes

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

The pedagogical practices of reading development in Chile have been predominantly reproductive and dominated by teacher discourse. That is why the aim of the present study has been to analyze the types of interactions of the teaching practices of reading development of teachers of different disciplines of public schools in the Region of La Araucanía. The design was a descriptive and qualitative case study and the participants were 11 teachers from 7 public schools, whose classes (3 for each) were observed, videotaped and analyzed in terms of their types of interaction cycles and episodes: symmetrical or IRE (Inquiry-Response-Evaluation) and its kinds of questions. The results show that there was a predominance of IRE cycles, but there were also two teachers who consistently applied symmetric patterns. Therefore, there is progress towards a greater concern for the motivation and opinions of the students.

Translated title of the contributionTeaching practices of reading development in the disciplines of primary teachers: How are their discursive interactions?
Original languageSpanish
Pages (from-to)191-211
Number of pages21
JournalEstudios Pedagogicos
Volume48
Issue number1
DOIs
StatePublished - 2022
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2022. Estudios Pedagogicos. All Rights Reserved.

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