Concepciones sobre la lectura del profesorado de escuelas públicas de la Araucanía: ¿Cómo son sus perfiles lectores?

Abstract

Reading levels in primary school students are still deficient in Chile and the Araucanía region. Similarly, there is evidence that teachers' literacy practices are homogenous and their reading habits have an impact on the promotion of student reading. Therefore, the objective of the present investigation is to identify and analyze the conceptions about the reading of teachers in the exercise of the Araucanía region. Regarding the methodology, the design was descriptive and quantitative, the sample was representative and was composed of 18 urban public schools of the most populated cities of the Araucanía, to whose teachers (n = 338) of different disciplines were applied a questionnaire of validated reading conceptions to reveal their reading profiles. Among the results, it was identified that teachers present reproductive and epistemic conceptions simultaneously with the predominance of the latter. Likewise, it was found that teachers with an epistemic profile show greater reading pleasure and are linked to the Language subject, while those with higher reproductive profiles read for practical reasons. Finally, recommendations to the conceptual change of the conceptions are provided, to help raise the quality of the teaching practices.

Analysis of Reading Habits in Secondary Education in Extremadura

“…We are aware that it would be desirable to analyze the socioeconomic variables of the studied population (per capita income) as this is a factor that has been taken into account in other studies (Yusof, 2010), and perform a national comparison with other regions that share the same educational model, and these are limitations of our work. Based on the interesting conclusions reached by other similar studies, our future work should cover, as a new line of research, other variables that allow us to make a deeper comparison with recent studies that point to the relevance of reading profiles and models (Errázuriz et al, 2019) and teachers' own conceptions about reading (Errázuriz et al, 2020), variables that, as these studies show, condition the results of any survey on this topic. Likewise, it was found that teachers with an epistemic profile derive greater pleasure from reading and tend to teach subjects associated with language, while those with a more reproductive profile report reading for practical reasons (Errázuriz et al, 2019, p. 420).…”

“…In this regard, some statistical studies carried out in public elementary schools in Chile deserve a special mention. They focus on attitudes, reader profiles (Errázuriz et al, 2019) and prior conceptions of reading among both teachers (Errázuriz et al, 2020) and students (Fuentes et al, 2019). Some of the results of this study will be contrasted with this previous work in the discussion.…”

Validación de la escala de teorías implícitas de comprensión lectora (ETICOLEC) de docentes en servicio

“…Ello concuerda con las prácticas de lectura diferenciadas de los profesores de esta área (Rodríguez, 2001). En la TI constructiva retórica la diferencia favorece a los profesores de lenguaje, lo cual es consistente con la mayor presencia de la TI epistémica (Errázuriz et al, 2020).…”

“…Tanto las áreas de conocimiento como los tipos de escuela configuran escenarios socioculturales próximos variados que podrían producir diferencias en las TIs (Rodrigo, 1997). Es sabido que los géneros textuales y las formas de relacionarse con los textos varían entre las disciplinas (De la Paz y Nokes, 2020; Lombardi y Bailey, 2020), por lo que pueden influir sobre las TIs de los docentes según su asignatura (Errázuriz et al, 2020). Esta enunciación de posibilidad no constituye aquí una hipótesis formal, sino un mero supuesto que exploramos con la finalidad de generar hipótesis para investigaciones futuras.…”

Mediación de la lectura por parte de profesoras en sus prácticas docentes: ¿cómo son los tipos de ayuda que ofrecen a sus estudiantes?

“…Las evidencias expuestas son preocupantes, especialmente, si consideramos que los estudiantes que muestran actitudes positivas hacia la lectura tienden a ser buenos lectores y tener un mayor rendimiento académico (Errázuriz et al, 2020b;Guthrie et al, 2007; Organización para la Cooperación y el Desarrollo Económicos [OCDE], 2014;Orellana y Baldwin, 2018;Petscher, 2010;Stutz et al, 2016;Valenzuela et al, 2015) y que contamos con diversos datos que dan cuenta del nivel de inequidad y segregación de nuestro sistema educativo (Programa de las Naciones Unidas para el Desarrollo [PNUD], 2017;Unesco, 2013;Valenzuela et al, 2014).…”