Concepciones sobre la enseñanza de estrategias metacognitivas en la comprensión de lectura en docentes preuniversitarios
Date
2018-09-19
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Pontificia Universidad Católica del Perú
Abstract
La presente investigación se ha planteado como propósito indagar sobre las concepciones
que tienen los docentes preuniversitarios sobre las estrategias de comprensión de lectura.
Asimismo, busca comprender cuáles son los procesos a través de los cuales los docentes
enseñan y promueven el uso de dichas estrategias, con el fin de mejorar la comprensión de
lectura de sus estudiantes. Para ello, se lleva a cabo un estudio cualitativo, mediante
técnicas de entrevista semiestructurada y de observación directa. Luego de analizar y
codificar los datos, se encuentra que, en todos los participantes de la investigación,
subyacen dos modelos en la enseñanza-aprendizaje de la comprensión de lectura: el modelo
ascendente, que asume que el lector debe extraer el significado del texto a partir de la
decodificación de este, y el modelo tradicional trasmisionista, en el que el profesor asume
el rol activo de la clase y el estudiante es el que recibe toda la información que debe
aprender. Estos dos modelos son explicados por tres factores encontrados en la
investigación: las teorías implícitas que subyacen en el docente, la calidad (y ausencia) de
la formación pedagógica y el contexto académico del centro preuniversitario en el que
laboran. Asimismo, dentro del análisis de las estrategias de comprensión de lectura que se
encuentran, la mayoría es utilizada por los docentes, pero no es enseñada; solo dos de ellas
son enseñadas mediante la instrucción directa; y ninguna de ellas son de naturaleza
metacognitiva.
The present qualitative study aimed to explore conceptions that Verbal Aptitude preuniversity teachers have about metacognitive strategies in reading comprehension. Also, it studied how these teachers, through their educational practices, guided their students towards learning how to use these strategies. Data was collected through semi-structured interviews and direct observation in classrooms. After data coding and analyses it was found that, among all participants in the study underlined two models in teaching and learning reading comprehension: the bottom-up model, that assumes a reader has to extract the meaning of a text through word recognition, and the traditional model, in which teacher assumes an active role while students accept all the information they have to learn. These two models are explained by three factors found in the study: implicit theories that underlie in teachers, pedagogical studies quality (or absence) and academic context of the pre university center where participants work. Moreover, within the reading comprehension strategies analysis, it has been found that most of them are used by teachers, but they are not taught to students; only two strategies are taught by direct instruction; and none of them is metacognitive.
The present qualitative study aimed to explore conceptions that Verbal Aptitude preuniversity teachers have about metacognitive strategies in reading comprehension. Also, it studied how these teachers, through their educational practices, guided their students towards learning how to use these strategies. Data was collected through semi-structured interviews and direct observation in classrooms. After data coding and analyses it was found that, among all participants in the study underlined two models in teaching and learning reading comprehension: the bottom-up model, that assumes a reader has to extract the meaning of a text through word recognition, and the traditional model, in which teacher assumes an active role while students accept all the information they have to learn. These two models are explained by three factors found in the study: implicit theories that underlie in teachers, pedagogical studies quality (or absence) and academic context of the pre university center where participants work. Moreover, within the reading comprehension strategies analysis, it has been found that most of them are used by teachers, but they are not taught to students; only two strategies are taught by direct instruction; and none of them is metacognitive.
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Keywords
Comprensión de lectura, Lectura--Estudio y enseñanza, Psicopedagogía, Personal docente, Investigación cualitativa
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