Pedagogical practice, metacognition, and reading comprehension in a foreign language: a systematic review from a deductive approach
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | spa eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/190329 |
Resumo: | The education process has a complex nature that can be approached from a dual theoretical-practical perspective. For this reason, a teacher needs to configure her or his praxis and create their own theoretical constructs. This review article presents the results of an investigation on the new concepts that exist around pedagogical practice, metacognition and reading understanding in a foreign language. In order to respond to the research problem, we have made use of a systematic analysis of studies conducted in Europe, Asia, Africa, and Latin America, publicized in the databases Google Scholar, Scielo, Redalyc, Eric, Dialnet, and Scopus, between 1988 and 2018. These studies involve reflections on the previously mentioned categories and, through them, an analysis and an overview were conducted to define an emerging category call metacognitive pedagogical practice. The bibliographic review with a qualitative approach presented in this paper was done taking into account primary and secondary sources (in Spanish, Portuguese, and English) by utilizing the following descriptors: practice, pedagogical practice, metacognition, reading comprehension and reading comprehension in a foreign language. The results of the systematic analysis allow to conclude that it is necessary to develop a metacognitive pedagogical practice, where such practice is understood as a scenario which facilitates to re-link the several factors taking part in the teaching-learning process, such as: reflection, cooperative work, open dialogue, and the teacher´s research within her/his own practice. |
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Pedagogical practice, metacognition, and reading comprehension in a foreign language: a systematic review from a deductive approachPráctica pedagógica, metacognición y comprensión lectora en lengua extranjera: una revisión sistemática desde un enfoque deductivoPedagogical practiceMetacognitionReading comprehensionForeign languagePráctica pedagógicaMetacogniciónComprensión lectoraLengua extranjeraThe education process has a complex nature that can be approached from a dual theoretical-practical perspective. For this reason, a teacher needs to configure her or his praxis and create their own theoretical constructs. This review article presents the results of an investigation on the new concepts that exist around pedagogical practice, metacognition and reading understanding in a foreign language. In order to respond to the research problem, we have made use of a systematic analysis of studies conducted in Europe, Asia, Africa, and Latin America, publicized in the databases Google Scholar, Scielo, Redalyc, Eric, Dialnet, and Scopus, between 1988 and 2018. These studies involve reflections on the previously mentioned categories and, through them, an analysis and an overview were conducted to define an emerging category call metacognitive pedagogical practice. The bibliographic review with a qualitative approach presented in this paper was done taking into account primary and secondary sources (in Spanish, Portuguese, and English) by utilizing the following descriptors: practice, pedagogical practice, metacognition, reading comprehension and reading comprehension in a foreign language. The results of the systematic analysis allow to conclude that it is necessary to develop a metacognitive pedagogical practice, where such practice is understood as a scenario which facilitates to re-link the several factors taking part in the teaching-learning process, such as: reflection, cooperative work, open dialogue, and the teacher´s research within her/his own practice.El proceso educativo posee un carácter complejo que puede ser abordado desde una dualidad teórico-práctica. Por esta razón, el maestro necesita configurar su praxis y crear sus propios constructos teóricos. Este artículo de revisión presenta los resultados de investigación acerca de las nuevas concepciones que existen alrededor de la práctica pedagógica, la metacognición y la comprensión lectora en lengua extranjera. Para dar respuesta al problema de investigación, se ha realizado un análisis sistemático de estudios desarrollados en Europa, Asia, África y Latinoamérica, publicados en las bases de datos Google Scholar, Scielo, Redalyc, Eric, Dialnet y Scopus, entre los años 1988 y 2018. Estos estudios involucran reflexiones sobre las categorías presentadas anteriormente y a través de ellos se hizo un análisis y una síntesis, definiendo una categoría emergente denominada práctica pedagógica metacognitiva. La investigación bibliográfica con abordaje cualitativo presentada en este artículo se realizó teniendo en cuenta fuentes primarias y secundarias (en español, portugués e inglés) con el uso de los descriptores: práctica, práctica pedagógica, metacognición, comprensión lectora y comprensión lectora en lengua extranjera. Los resultados del presente análisis sistemático permiten concluir que es necesario el desarrollo de una práctica pedagógica metacognitiva, entendida esta como un escenario que facilita el proceso de religación de los diferentes factores que intervienen en el proceso de enseñanza-aprendizaje, tales como: la reflexión, el trabajo cooperativo, la dialogicidad y la investigación del maestro dentro de su propia práctica.Universidade de São Paulo. Faculdade de Educação2021-12-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlapplication/pdfhttps://www.revistas.usp.br/ep/article/view/19032910.1590/S1678-4634202147239040Educação e Pesquisa; v. 47 (2021); e239040Educação e Pesquisa; Vol. 47 (2021); e239040Educação e Pesquisa; Vol. 47 (2021); e2390401678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPspaenghttps://www.revistas.usp.br/ep/article/view/190329/175731https://www.revistas.usp.br/ep/article/view/190329/175733https://www.revistas.usp.br/ep/article/view/190329/175732Copyright (c) 2021 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessManjarres, Milton Pájaro Zwierewicz, Marlene 2021-12-07T13:57:46Zoai:revistas.usp.br:article/190329Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-12-07T13:57:46Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Pedagogical practice, metacognition, and reading comprehension in a foreign language: a systematic review from a deductive approach Práctica pedagógica, metacognición y comprensión lectora en lengua extranjera: una revisión sistemática desde un enfoque deductivo |
title |
Pedagogical practice, metacognition, and reading comprehension in a foreign language: a systematic review from a deductive approach |
spellingShingle |
Pedagogical practice, metacognition, and reading comprehension in a foreign language: a systematic review from a deductive approach Manjarres, Milton Pájaro Pedagogical practice Metacognition Reading comprehension Foreign language Práctica pedagógica Metacognición Comprensión lectora Lengua extranjera |
title_short |
Pedagogical practice, metacognition, and reading comprehension in a foreign language: a systematic review from a deductive approach |
title_full |
Pedagogical practice, metacognition, and reading comprehension in a foreign language: a systematic review from a deductive approach |
title_fullStr |
Pedagogical practice, metacognition, and reading comprehension in a foreign language: a systematic review from a deductive approach |
title_full_unstemmed |
Pedagogical practice, metacognition, and reading comprehension in a foreign language: a systematic review from a deductive approach |
title_sort |
Pedagogical practice, metacognition, and reading comprehension in a foreign language: a systematic review from a deductive approach |
author |
Manjarres, Milton Pájaro |
author_facet |
Manjarres, Milton Pájaro Zwierewicz, Marlene |
author_role |
author |
author2 |
Zwierewicz, Marlene |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Manjarres, Milton Pájaro Zwierewicz, Marlene |
dc.subject.por.fl_str_mv |
Pedagogical practice Metacognition Reading comprehension Foreign language Práctica pedagógica Metacognición Comprensión lectora Lengua extranjera |
topic |
Pedagogical practice Metacognition Reading comprehension Foreign language Práctica pedagógica Metacognición Comprensión lectora Lengua extranjera |
description |
The education process has a complex nature that can be approached from a dual theoretical-practical perspective. For this reason, a teacher needs to configure her or his praxis and create their own theoretical constructs. This review article presents the results of an investigation on the new concepts that exist around pedagogical practice, metacognition and reading understanding in a foreign language. In order to respond to the research problem, we have made use of a systematic analysis of studies conducted in Europe, Asia, Africa, and Latin America, publicized in the databases Google Scholar, Scielo, Redalyc, Eric, Dialnet, and Scopus, between 1988 and 2018. These studies involve reflections on the previously mentioned categories and, through them, an analysis and an overview were conducted to define an emerging category call metacognitive pedagogical practice. The bibliographic review with a qualitative approach presented in this paper was done taking into account primary and secondary sources (in Spanish, Portuguese, and English) by utilizing the following descriptors: practice, pedagogical practice, metacognition, reading comprehension and reading comprehension in a foreign language. The results of the systematic analysis allow to conclude that it is necessary to develop a metacognitive pedagogical practice, where such practice is understood as a scenario which facilitates to re-link the several factors taking part in the teaching-learning process, such as: reflection, cooperative work, open dialogue, and the teacher´s research within her/his own practice. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-07 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/190329 10.1590/S1678-4634202147239040 |
url |
https://www.revistas.usp.br/ep/article/view/190329 |
identifier_str_mv |
10.1590/S1678-4634202147239040 |
dc.language.iso.fl_str_mv |
spa eng |
language |
spa eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/190329/175731 https://www.revistas.usp.br/ep/article/view/190329/175733 https://www.revistas.usp.br/ep/article/view/190329/175732 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 47 (2021); e239040 Educação e Pesquisa; Vol. 47 (2021); e239040 Educação e Pesquisa; Vol. 47 (2021); e239040 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
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Universidade de São Paulo (USP) |
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USP |
institution |
USP |
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Educação e Pesquisa |
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Educação e Pesquisa |
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Educação e Pesquisa - Universidade de São Paulo (USP) |
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