Publication: Análisis del andamiaje en un proceso de lectura conjunta
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
Observamos la evolución de dos sistemas de andamiaje en
un proceso de construcción conjunta a partir de la lectura
de cuentos durante el último curso de Educación Infantil.
Elaboramos un sistema de análisis que intenta estudiar las
interacciones en grupo reducido, para poder observar la
evolución de las estrategias de interacción desplegadas,
tanto por las maestras como por parte de los alumnos. Los
resultados abren el debate sobre la puesta en práctica de la
lectura apoyada en la discusión, dentro de los programas de
formación del profesorado. También pueden ayudar a
establecer índices para mejorar la formación de los niños
como lectores e intérpretes de narraciones, generando
pautas para acercar la lectura como una práctica social.
We observe the evolution of two systems of scaffolding in a joint construction process from reading stories in the last year of Infant Education. We developed a system of analysis that attempts to analyse interactions in small groups to observe the development of the interaction strategies deployed both by teachers and by students. The findings open the debate on the implementation of reading supported by discussion within teacher education programs. They can also help establish indices to improve the training of children as readers and interpreters of narratives, creating guidelines to approach reading as a social practice.
We observe the evolution of two systems of scaffolding in a joint construction process from reading stories in the last year of Infant Education. We developed a system of analysis that attempts to analyse interactions in small groups to observe the development of the interaction strategies deployed both by teachers and by students. The findings open the debate on the implementation of reading supported by discussion within teacher education programs. They can also help establish indices to improve the training of children as readers and interpreters of narratives, creating guidelines to approach reading as a social practice.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 13, N. 4, 2010
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