Leer en la secundaria y leer en el primer año de psicología: perspectivas de los docentes con más y con menos experiencia

Villalonga-Penna, María Micaela

doi:10.17227/rce.num80-9591

Cited by 1 publication

(1 citation statement)

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“…In recent years, research investigating the teaching of English as a foreign language (EFL) reading in tertiary levels worldwide has been much focused on investigating the effects of teaching strategies on learners' reading skill (Chin, 2019;Chou, 2021;Kung, 2019;Roohani & Asiabani, 2015) as well as scrutinizing various related aspects to reading activity such as strategies (Par, 2020), materials (Erlina et al, 2016), and affective factors that affect reading comprehension (Žolgar-Jerkovic et al, 2018). Until the present time, very limited investigations that have systematically explored the tertiary teacher educators' experiences in teaching EFL reading in terms of their concepts and approaches to teaching critical reading (see Okkinga et al, 2018;Villalonga-Penna, 2020). Looking at this gap, there is a need to examine the underlying conceptions of teaching critical reading enacted by tertiary EFL teachers, particularly in the Indonesian EFL context.…”

Section: Introductionmentioning

confidence: 99%

EFL teacher educators’ experiences in teaching critical reading: evidence from Indonesia

Yunus

Ubaidillah

2021

J. Eng. Foreign. Lang.

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While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators’ conceptions of teaching critical reading in the EFL contexts. To fill the gap, this phenomenological study probes into EFL teacher educators’ experiences in teaching critical reading. It specifically looks at teacher educators’ conceptions of teaching critical reading and how their teaching practices contribute to the development of students’ critical reading skills. Data were generated through in-depth interviews with nine teacher educators in a private university in Malang, Indonesia. Findings suggest that the teacher educators’ conceptions of teaching critical reading, as geared by their lived experiences, involve basic conceptions of teaching critical reading, teaching critical reading from a philosophical lens, and critical thinking empowerment in reading classes. The study also documents that teaching critical reading encompasses higher order thinking skills enacted in the process of reading. Practically, the study’s findings call for the enactment of pedagogic trainings for teacher educators in order to construe their basic tenets of teaching critical reading, the philosophies behind such a teaching practice, and the empowered learning activities in the reading classes.

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