Del lector ideal al mediador competente

Díaz, Mario Díaz; Sanz, Yolanda Echegoyen; Ezpeleta, Antonio Martín

doi:10.18239/ocnos_2022.21.2.2967

Cited by 5 publications

(8 citation statements)

References 17 publications

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“…Most of the identified evaluations are primarily associated with the potential that reading offers for learning; therefore, it can be inferred that preservice teachers reading activity mainly occurs in academic environments. This highlights a weak connection with reading as a social practice linked to enjoyment in personal contexts ( Álvarez-Álvarez and Diego-Mantecón, 2019 ; Díaz-Díaz et al, 2022 ).…”

Section: Resultsmentioning

confidence: 99%

“…Nevertheless, a positive evaluation of reading was evident, emphasizing its significance in gaining access to cultural literacy. This is primarily due to the fact that reading continues to hold social prestige on a collective level, regardless of whether it is actively pursued as a regular practice ( Díaz-Díaz et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

“…To this end, it is essential that teachers serve as role models for reading and take on the task of teaching how to read literary works. However, it has been noted that in-service teachers are not always ideal reading models due to a deficiency in the frequency of personal reading engagements ( Díaz-Díaz et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…In the realm of initial teacher education, studies concerning the relationship that preservice teachers maintain with reading reveal its inadequacy. This is affirmed by international research wherein a significant percentage of future educators exhibit reading profiles indicative of weak reading habits, as well as a limited interest in autonomous reading (Díaz-Díaz et al, 2022) alongside minimally developed beliefs about reading (Shaw and Mahlios, 2011). In the study conducted by Larrañaga and Yubero (2019), 861 students enrolled in the Bachelor's program for Early Childhood and Primary Education were surveyed to investigate their reading behavior and engagement as it is expected they develop competencies that enable them to train readers.…”

Section: Introductionmentioning

confidence: 99%

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Dimensions of reading: a study of the beliefs of language and literature preservice teachers

González Ramírez,

Pescara Vásquez

2023

Front. Psychol.

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This study aims to analyze the beliefs that future Language and Literature teachers hold regarding reading. This work is part of a broader research endeavor focused on the reading habits and practices of teachers in training and their role as prospective mediators since the way in which they perceive reading significantly impacts the mediation processes they undertake in their teaching practices to cultivate readers. To achieve these objectives, a multiple case study is conducted, involving interviews with 1st-year students (n = 15), 3rd-year students (n = 15), and 5th-year students (n = 15) enrolled in Language Pedagogy programs across three universities affiliated with the Chilean Council of Rectors. For data analysis, a content analysis approach is employed, supported by NVivo 12. The findings reveal that beliefs about reading primarily fall into two dimensions: academic and personal, with the former exhibiting clearer definition and characterization. This can be attributed to the influence of the disciplines integrated into their education, namely literature and linguistics. In conclusion, it is imperative to address the social dimension of reading during the initial teacher education program, as this aspect is not emphasized by preservice teachers, despite its pivotal role in shaping their identity as reading mediators within the context of their teaching practice.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Dimensions of reading: a study of the beliefs of language and literature preservice teachers

González Ramírez,

Pescara Vásquez

2023

Front. Psychol.

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“…Esta investigación busca el reconocimiento de la relevancia del análisis de la narrativa visual en la formación docente, específicamente en el área de Didáctica de la Lengua y la Literatura. Este interés está unido a la preocupación por los hábitos lectores del alumnado en formación (Díaz-Díaz et al, 2022) incidiendo en la importancia del desarrollo de habilidades metacognitivas. Estos contenidos se producen en un contexto social y cultural donde el análisis de la comunicación multimodal permite la consideración de los diferentes modos que inciden en la necesidad de una pedagogía que aproxime estos aprendizajes al aula de una manera interdisciplinar (Serafini y Gee, 2017).…”

Section: Introducción Y Objetivosunclassified

Desarrollo de la alfabetización multimodal mediante álbumes sin palabras en el alumnado en formación docente en Educación Primaria

Martínez-Carratalá,

Miras,

Rovira-Collado

2024

Rev. invest. educ.

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In 2023, the Primary Education curriculum emphasizes the need to create learning experiences that incorporate multimodal texts. Picture books, as a type of multimodal reading material, are particularly useful for this age group and require decoding skills that involve both comprehension of the images and their relationship to the written text. This study aims to explore the effectiveness of a didactic sequence based on the writing of a supplementary text for a wordless picture book, Wave by Suzy Lee, in teacher training programs for the bachelor’s degree in Primary Education. A total of 114 students participated in this study during the 2022-23 academic year, completing two validated questionnaires consisting of seventeen items each, which addressed topics related to the importance of the semiotic analysis of picture books. These questionnaires were administered both before and after the didactic intervention. Additionally, data was collected on eight items related to the learning outcomes achieved after the didactic intervention. The quantitative analysis reveals statistically significant differences (p < .01), which are nuanced when considering the effect size. These differences are most pronounced in general questions about visual literacy, with a notable effect on items related to semiotic analysis. Additionally, the results from the educational practice show no significant differences, reinforcing the importance of this practice in literacy education. These findings supported the relevance of incorporating such practices in the reading training of future Primary Education teachers. In conclusion, this study highlights the educational potential of wordless picture books in facilitating learning and the analysis of visual language in multimodal productions. En 2023, el currículo de Educación Primaria señala la necesidad de crear situaciones de aprendizaje que incluyan textos multimodales. El álbum ilustrado, como lectura multimodal, es un recurso de esta etapa y precisa de habilidades de descodificación que incluyan la comprensión de la imagen y su relación con el texto escrito. El objetivo general del estudio es analizar la utilidad de una secuencia didáctica basada en la escritura de un texto de acompañamiento para el álbum sin palabras, La Ola de Suzy Lee, en la formación docente en el Grado en Maestro en Educación Primaria. Participan 114 estudiantes durante el curso 2022-23 que responden a dos cuestionarios validados compuestos por diecisiete ítems sobre temas relacionados con la importancia del análisis semiótico del álbum, con medidas antes y después de la intervención. Además, se recogen datos después de la intervención didáctica sobre ocho ítems relacionados con los aprendizajes realizados a partir de la secuencia. El análisis cuantitativo muestra diferencias estadísticamente significativas (p < .01) que se matizan al comprobar el tamaño del efecto. Estas diferencias son más evidentes en las cuestiones generales sobre la alfabetización visual, con un efecto elevado en los ítems sobre el análisis semiótico. Adicionalmente, los resultados de la secuencia didáctica no muestran diferencias significativas y consolidan la importancia de esta práctica en la formación lectora. Se concluye destacando el potencial didáctico del álbum sin palabras en el aprendizaje y en el análisis del código visual de estas producciones multimodales.

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Formación y concepciones docentes de la literatura infantil y juvenil en Iberoamérica

Hernández-Machuca

2023

Enunciación

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Uno de los principales roles de los docentes de lengua materna es ser mediadores literarios y formadores de lectores en la Educación Primaria y Secundaria. Por esta razón, es necesario reconocer el panorama investigativo de la última década sobre la relación de los docentes con la literatura infantil y juvenil (LIJ). En este artículo se presenta la revisión en las bases de datos Dialnet, Redalyc y Scielo de investigaciones en Iberoamérica sobre este campo. Se obtienen tres categorías emergentes que se refieren a la formación docente en didáctica y LIJ, las concepciones docentes sobre LIJ y, finalmente, las trayectorias y hábitos de lectura de los futuros docentes. A manera de conclusión, se señalan vacíos tanto en la formación como en la investigación sobre la relación de los docentes formadores y en formación con la LIJ.

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Del lector ideal al mediador competente

Cited by 5 publications

References 17 publications

Dimensions of reading: a study of the beliefs of language and literature preservice teachers

Dimensions of reading: a study of the beliefs of language and literature preservice teachers

Desarrollo de la alfabetización multimodal mediante álbumes sin palabras en el alumnado en formación docente en Educación Primaria

Formación y concepciones docentes de la literatura infantil y juvenil en Iberoamérica

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