Publication: El proceso de regulación social en debates a partir de cuentos:
estudio comparado en España y México
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Date
2007
Authors
González García, Javier
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En este artículo nos planteamos analizar la directividad del
discurso de cuatro maestras de dos países, es decir, qué peso
mantienen, y qué peso permiten a sus alumnos, a la hora
de generar discusiones a partir de cuentos. Es escasa la
puesta en práctica en el aula de la interacción entre iguales,
a pesar de las numerosas aportaciones que ofrece. Los
estudios clásicos sobre interacción verbal arrojan un
porcentaje de participación docente en torno al 70% del
tiempo de clase. Como consecuencia de este porcentaje de
intervención del profesor, tan sólo un tercio del tiempo
total es compartido entre todos los alumnos del aula. Los
resultados, tanto en México como en España, apuntan a
una semidirectividad de las maestras, donde no se llega a
estos porcentajes, y aún no podemos hablar de una
discusión, en sentido estricto.
In this paper we aim to analyse the discursive mechanisms of four primary teachers in two countries, paying special attention to their protagonism and the protagonism they give to their pupils when generating discussion from tales. Despite its many positive effects, interaction among peers is scarce in the classroom. Classical studies on verbal interaction indicate that the teacher makes use of around 70% of classroom time. As a result, only a third of the total time is shared by everyone else in class. Results point at a semi-directiveness of primary teachers both in Mexico and in Spain, where the percentages are not reached and we cannot speak of a discussion strictly speaking.
In this paper we aim to analyse the discursive mechanisms of four primary teachers in two countries, paying special attention to their protagonism and the protagonism they give to their pupils when generating discussion from tales. Despite its many positive effects, interaction among peers is scarce in the classroom. Classical studies on verbal interaction indicate that the teacher makes use of around 70% of classroom time. As a result, only a third of the total time is shared by everyone else in class. Results point at a semi-directiveness of primary teachers both in Mexico and in Spain, where the percentages are not reached and we cannot speak of a discussion strictly speaking.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 10, N. 1, 2007
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