Investigación-acción : Un ejercicio para fortalecer la enseñanza de la comprensión lectora

Detalles Bibliográficos
Publicado en:	Archivos de Ciencias de la Educación. Vol. 13 No. 16 (2019),e073 13. Ensenada : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Ciencias de la Educación, 2019 Artículos
Autor Principal:	Nieto, Consuelo
Otros autores o Colaboradores:	Enciso Congote, Juan David, Roa, Franklin, Rubiano, Yolanda
Formato:	Artículo
Temas:	Investigación-acción Trabajo colaborativo Reflexión pedagógica Comprensión lectora Action research Collaborative work Pedagogical reflection Reading Comprehension
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.11744/pr.11744.pdf https://www.archivosdeciencias.fahce.unlp.edu.ar/article/view/10992 10.24215/23468866e073
Resumen:	El presente artículo se enmarca en la investigación "Reflexiones de la práctica pedagógica de los docentes de la IEDI Sutatausa para la transformación de la enseñanza de la comprensión lectora en los niveles literal, inferencial y crítico". Refleja un ejercicio colaborativo entre pares académicos, en el que se suscitan cambios en la enseñanza de la comprensión lectora. Los resultados muestran la necesidad de profundizar la gestión de aula, ampliar el conocimiento didáctico del contenido y la visibilización del pensamiento para mejorar la enseñanza de la comprensión lectora. Se concluye que la investigación-acción es fundamental para el profesorado, haciendo de esta un pilar en el crecimiento profesional del mismo, así como la necesidad de pensar en el desarrollo de estrategias metodológicas para la enseñanza de la comprensión lectora en los escenarios mencionados. The present article is part of the research "Reflections of the pedagogical practice of teachers from IEDI Sutatausa for transformation of reading comprehesion teaching, at the literal, inferential and critical levels". It reflects a collaborative exercise among academic peers, which changes are produced on the reading comprehesion teaching. The results reflect the need to get deep on the classroom management of the classroom, expand didactic knowledge of content and the thinking to improve the reading comprehension teaching. It is concluded that action research is fundamental for teachers, making it a pillar in their professional increase, as well as the need to think about the developing methodological strategies for teaching reading comprehension in the aforementioned scenarios.
Descripción Física:	p.e073
ISSN:	ISSN 2346-8866

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Investigación-acción : Un ejercicio para fortalecer la enseñanza de la comprensión lectora

https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.11744/pr.11744.pdf

https://www.archivosdeciencias.fahce.unlp.edu.ar/article/view/10992

10.24215/23468866e073

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