Publication: La comprensión lectora de profesores de la enseñanza primaria
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Date
2005
Authors
Ramos, Wilsa María
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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
Este trabajo tiene como presupuesto que la naturaleza y la complejidad de los procedimientos de lectura, para los educadores y investigadores, es un desafío continuo de las escuelas. Tiene dos objetivos centrales: a) proponer un modelo explicativo de los factores que intervienen en la comprensión lectora en la enseñanza primaria; b) describir las características del profesor en su comprensión lectora. Los resultados demostraron que el nivel de comprensión lectora del profesor, tal y como se configuró en la investigación, está muy por debajo del esperado. Además, los resultados muestran que el desarrollo de la habilidad lectora del profesor debe formar parte de políticas de educación por medio de la formación inicial o continuada.
This work has the assumptions that the nature and the complexity of the reading procedures, for the educators and investigators, is a continuous challenge of the schools. It has two central objectives: a) to propose an explanatory model of the factors that take part in the reading understanding in primary education; b) to describe the characteristics of the professor in its reading understanding. The results demonstrated that the level of reading understanding of the professor, so and as was formed in the investigation, is very below the awaited one. In addition, the results show that the development of the reading ability of the professor must comprise of policies of education by means of the initial formation or continued.
This work has the assumptions that the nature and the complexity of the reading procedures, for the educators and investigators, is a continuous challenge of the schools. It has two central objectives: a) to propose an explanatory model of the factors that take part in the reading understanding in primary education; b) to describe the characteristics of the professor in its reading understanding. The results demonstrated that the level of reading understanding of the professor, so and as was formed in the investigation, is very below the awaited one. In addition, the results show that the development of the reading ability of the professor must comprise of policies of education by means of the initial formation or continued.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 8, N. 1, 2005
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