Study on the training of future teachers in reading comprehension and written expression strategies
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng spa |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/164052 |
Resumo: | For the construction of knowledge in the university environment, reading comprehension and written expression are essential competences, and also constitute the necessary base to carry out activities such as processing information. As many students of universities of Education will be teachers, we wonder if these students will really acquire adequate skills in reading comprehension and written expression to successfully carry out their professional work. This study is presented in two research designs. The first one takes into account the formative moment as a variable; it analyzes the competences in written comprehension and expression of the students accessing the Bachelor’s Degree in Primary Education, and also of those who, after its completion, have accessed to the University Degree in Psychopedagogy. Thus, we consider the group of students of the Bachelor’s Degree in Primary Education as the Pre-test measure; the formative process before becoming students of the University Degree in Psychopedagogy as the treatment or test; and these actual students as the Post-test measure. The second one considers the growing influence of ICTs on learning environments, so it analyzes whether there are remarkable differences according to the stimulus variable presented - printed texts and hypertexts - when applying the abovementioned skills to summarize as an academic task. Despite of the fact that the students of the University Degree in Psychopedagogy have received three years of academic training as future Primary Education teachers, the results showed the same lack of reading comprehension and written expression skills as those at the beginning step of the Bachelor’s Degree in Primary Education. |
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Study on the training of future teachers in reading comprehension and written expression strategiesEstudio sobre la formación de futuros docentes en estrategias de comprensión lectora y expresión escritaHigher educationTeacher trainingReading, writingEnseñanza superiorFormación de profesoresLectura, escrituraFor the construction of knowledge in the university environment, reading comprehension and written expression are essential competences, and also constitute the necessary base to carry out activities such as processing information. As many students of universities of Education will be teachers, we wonder if these students will really acquire adequate skills in reading comprehension and written expression to successfully carry out their professional work. This study is presented in two research designs. The first one takes into account the formative moment as a variable; it analyzes the competences in written comprehension and expression of the students accessing the Bachelor’s Degree in Primary Education, and also of those who, after its completion, have accessed to the University Degree in Psychopedagogy. Thus, we consider the group of students of the Bachelor’s Degree in Primary Education as the Pre-test measure; the formative process before becoming students of the University Degree in Psychopedagogy as the treatment or test; and these actual students as the Post-test measure. The second one considers the growing influence of ICTs on learning environments, so it analyzes whether there are remarkable differences according to the stimulus variable presented - printed texts and hypertexts - when applying the abovementioned skills to summarize as an academic task. Despite of the fact that the students of the University Degree in Psychopedagogy have received three years of academic training as future Primary Education teachers, the results showed the same lack of reading comprehension and written expression skills as those at the beginning step of the Bachelor’s Degree in Primary Education.La comprensión lectora y la expresión escrita son competencias fundamentales para la construcción de conocimiento en el ámbito universitario, ya que constituyen la base necesaria para realizar actividades como la síntesis de información. Dado que muchos estudiantes de las facultades de Educación serán futuros docentes, nos planteamos si realmente dichos estudiantes adquirirán competencias de comprensión lectora y expresión escrita adecuadas para desempeñar con éxito dicha labor profesional. Este estudio, presentado en dos diseños de investigación, analiza en primer lugar, y considerando como variable el momento formativo, las competencias en comprensión y expresión escrita del alumnado que accede al grado de Maestro; y de quienes lo han concluido y estudian posteriormente la licenciatura en Psicopedagogía. Para ello, consideramos al grupo de estudiantes del grado de Maestro como medida Pre-test, consideramos el proceso formativo por el que habían pasado los alumnos de la licenciatura de Psicopedagogía como tratamiento o test, y establecimos a estos últimos alumnos como medida Pos-test. En segundo lugar, y considerando que los entornos de aprendizaje reciben la creciente influencia de las TIC, se analiza si existen posibles diferencias atendiendo a la variable estímulo presentado -textos impresos e hipertextos- al aplicar las habilidades mencionadas en una tarea académica de resumen. Los resultados obtenidos muestran que los alumnos de la Licenciatura de Psicopedagogía, pese a haber recibido durante tres años formación académica en los estudios de Maestro, mostraban las mismas carencias de habilidades de comprensión lectora y expresión escrita que los alumnos que comenzaban el grado de Maestro.Universidade de São Paulo. Faculdade de Educação2019-11-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/16405210.1590/s1678-4634201945201012Educação e Pesquisa; v. 45 (2019); e201012Educação e Pesquisa; Vol. 45 (2019); e201012Educação e Pesquisa; Vol. 45 (2019); e2010121678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPengspahttps://www.revistas.usp.br/ep/article/view/164052/157494https://www.revistas.usp.br/ep/article/view/164052/157495Copyright (c) 2019 Educação e Pesquisainfo:eu-repo/semantics/openAccessValverde, Gabriel HerradaValverde, Rosario Isabel Herrada2021-06-13T21:31:26Zoai:revistas.usp.br:article/164052Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-13T21:31:26Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Study on the training of future teachers in reading comprehension and written expression strategies Estudio sobre la formación de futuros docentes en estrategias de comprensión lectora y expresión escrita |
title |
Study on the training of future teachers in reading comprehension and written expression strategies |
spellingShingle |
Study on the training of future teachers in reading comprehension and written expression strategies Valverde, Gabriel Herrada Higher education Teacher training Reading, writing Enseñanza superior Formación de profesores Lectura, escritura |
title_short |
Study on the training of future teachers in reading comprehension and written expression strategies |
title_full |
Study on the training of future teachers in reading comprehension and written expression strategies |
title_fullStr |
Study on the training of future teachers in reading comprehension and written expression strategies |
title_full_unstemmed |
Study on the training of future teachers in reading comprehension and written expression strategies |
title_sort |
Study on the training of future teachers in reading comprehension and written expression strategies |
author |
Valverde, Gabriel Herrada |
author_facet |
Valverde, Gabriel Herrada Valverde, Rosario Isabel Herrada |
author_role |
author |
author2 |
Valverde, Rosario Isabel Herrada |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Valverde, Gabriel Herrada Valverde, Rosario Isabel Herrada |
dc.subject.por.fl_str_mv |
Higher education Teacher training Reading, writing Enseñanza superior Formación de profesores Lectura, escritura |
topic |
Higher education Teacher training Reading, writing Enseñanza superior Formación de profesores Lectura, escritura |
description |
For the construction of knowledge in the university environment, reading comprehension and written expression are essential competences, and also constitute the necessary base to carry out activities such as processing information. As many students of universities of Education will be teachers, we wonder if these students will really acquire adequate skills in reading comprehension and written expression to successfully carry out their professional work. This study is presented in two research designs. The first one takes into account the formative moment as a variable; it analyzes the competences in written comprehension and expression of the students accessing the Bachelor’s Degree in Primary Education, and also of those who, after its completion, have accessed to the University Degree in Psychopedagogy. Thus, we consider the group of students of the Bachelor’s Degree in Primary Education as the Pre-test measure; the formative process before becoming students of the University Degree in Psychopedagogy as the treatment or test; and these actual students as the Post-test measure. The second one considers the growing influence of ICTs on learning environments, so it analyzes whether there are remarkable differences according to the stimulus variable presented - printed texts and hypertexts - when applying the abovementioned skills to summarize as an academic task. Despite of the fact that the students of the University Degree in Psychopedagogy have received three years of academic training as future Primary Education teachers, the results showed the same lack of reading comprehension and written expression skills as those at the beginning step of the Bachelor’s Degree in Primary Education. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-11-12 |
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/164052 10.1590/s1678-4634201945201012 |
url |
https://www.revistas.usp.br/ep/article/view/164052 |
identifier_str_mv |
10.1590/s1678-4634201945201012 |
dc.language.iso.fl_str_mv |
eng spa |
language |
eng spa |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/164052/157494 https://www.revistas.usp.br/ep/article/view/164052/157495 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf 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. 45 (2019); e201012 Educação e Pesquisa; Vol. 45 (2019); e201012 Educação e Pesquisa; Vol. 45 (2019); e201012 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713813562261504 |