Publication: Leer para pensar creativamente (el COVID-19). Relaciones entre lectura y creatividad en maestros en formación
Authors
Martín-Ezpeleta, Antonio ; Fuster García, Carlos ; Vila Carneiro, Zaida ; Echegoyen Sanz, Yolanda
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v97i36.3.96581
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info:eu-repo/semantics/article
Description
Abstract
Este trabajo tiene como objetivo analizar la correlación entre el dominio académico de la percepción de la creatividad de 316 estudiantes del Grado en Maestro en Educación Primaria, la flexibilidad creativa que muestran sus productos finales (unas videorreseñas) de una secuencia didáctica transdisciplinar implementada en tres asignaturas del ámbito sociolingüístico (Lengua/Literatura y Geografía/Historia), y su conceptualización de la lectura. La secuencia didáctica estaba vertebrada por la lectura crítica de la novela Ensayo sobre la ceguera, de José Saramago (1995), y la reflexión sobre la misma en relación con la situación vivida durante el confinamiento en 2020 por la pandemia generada por el COVID-19, todo ello con el fin también de enriquecer la conceptualización de la lectura de estos estudiantes de Magisterio. El impacto de la secuencia ha sido evaluado con un pretest-postest. Se encontraron correlaciones significativas entre el nivel de reflexión y la flexibilidad creativa evaluada en las videorreseñas, pero no entre la flexibilidad creativa y la autopercepción de creatividad o la relación de los futuros maestros con la lectura académica. Los resultados muestran una pobre conceptualización inicial de la lectura, que, eso sí, se ha visto estimulada a partir de la secuencia didáctica con la clara revalorización del uso reflexivo-didáctico de los textos literarios, encontrándose diferencias estadísticamente significativas entre el pretest y el postest. Todo ello indica el rendimiento educativo de la secuencia didáctica y la pertinencia de insistir en unos planteamientos transdisciplinares que unen la lectura crítica y la creatividad de forma natural y eficaz.
The objective of this work is to analyse the correlation between the perception of creativity in the scholarly domain of 316 primary teachers in training, the creative flexibility shown by their final products (video-reviews) of a transdisciplinary didactic sequence implemented in three subjects from the sociolinguistic field. (Language/Literature and Geography/History), and its conceptualization of reading. The didactic sequence was structured by the critical reading of the novel Ensayo sobre la ceguera (“Assay on blindness”), by José Saramago (1995) and the reflection around it in relation to the situation experienced during the confinement in 2020 due to the pandemic generated by COVID-19. This aimed at enriching these teachers in training’s conceptualization of reading, which was evaluated with a pretest-postest. There were significant correlations between the level of reflection shown and the creative flexibility of the products, but not between creative flexibility and the self-perception of creativity or their relationship with academic reading. Results show a poor conceptualization of reading, which has been stimulated from the didactic sequence with the clear revaluation of the reflective-didactic use of literary texts, with statistically significant differences between pretest and postest. All this indicates the educational performance of the educational proposal and the relevance of insisting on transdisciplinary approaches uniting critical reading and creativity in a natural and effective way.
The objective of this work is to analyse the correlation between the perception of creativity in the scholarly domain of 316 primary teachers in training, the creative flexibility shown by their final products (video-reviews) of a transdisciplinary didactic sequence implemented in three subjects from the sociolinguistic field. (Language/Literature and Geography/History), and its conceptualization of reading. The didactic sequence was structured by the critical reading of the novel Ensayo sobre la ceguera (“Assay on blindness”), by José Saramago (1995) and the reflection around it in relation to the situation experienced during the confinement in 2020 due to the pandemic generated by COVID-19. This aimed at enriching these teachers in training’s conceptualization of reading, which was evaluated with a pretest-postest. There were significant correlations between the level of reflection shown and the creative flexibility of the products, but not between creative flexibility and the self-perception of creativity or their relationship with academic reading. Results show a poor conceptualization of reading, which has been stimulated from the didactic sequence with the clear revaluation of the reflective-didactic use of literary texts, with statistically significant differences between pretest and postest. All this indicates the educational performance of the educational proposal and the relevance of insisting on transdisciplinary approaches uniting critical reading and creativity in a natural and effective way.
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Citation
Revista interuniversitaria de formación del profesorado, V. 36(3), N. 97, 2022
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