ABSTRACT
Resumen Las concepciones y los conocimientos docentes afectan la práctica docente y esta, a su vez, influye en los logros de desarrollo en lectoescritura emergente de los niños preescolares. Esta investigación explora las valoraciones docentes de prácticas efectivas en el aula para la promoción de la lectoescritura emergente y sus conocimientos sobre conciencia fonológica y fonemas. Una muestra conformada por 284 docentes a cargo de salones de educación preescolar contestó un cuestionario en línea. Los resultados indicaron diferencias según tipo de universidad en la cual se tituló la docente. Las docentes graduadas de universidades públicas otorgaron mayor importancia a prácticas efectivas en el aula para la promoción de la lectoescritura emergente que las docentes graduadas de universidades privadas. Si bien la mayoría de participantes consideró la conciencia fonológica como un factor importante para el desarrollo de la lectoescritura, los conocimientos sobre esta fueron deficientes en toda la muestra. Igualmente, los conocimientos docentes sobre los fonemas y su habilidad para identificarlos en palabras concretas también fueron deficientes. Estos y otros hallazgos se discuten a la luz de sus implicaciones para la promoción de la calidad en la educación preescolar costarricense.
Abstract Teachers' conceptions and knowledge affect their practices, and teachers' practices influence preschoolers' early literacy development. This study explores how much teachers value classroom practices previously proven to be effective in promoting early literacy development, and how much teachers know about phonological awareness and phonemes. A sample of 284 preschool teachers filled out an online questionnaire. Results showed differences as a function of the kind of university where teachers obtained their university degree. Teachers who graduated from public universities considered practices proven to be effective to promote early literacy more important than teachers who graduated from private universities. Although most participants considered phonological awareness an important factor for early literacy development, knowledge about it was deficient across the whole sample. Teachers' knowledge about phonemes and their abilities to identify phonemes in specific words were deficient. Findings are discussed in light of their implications for promoting quality preschool education in Costa Rica.
Subject(s)
Humans , Female , Adult , Reading , School Admission Criteria , Writing , Schools, Nursery , School Teachers/psychology , Language Disorders , Costa Rica , Education , Speech, Language and Hearing SciencesABSTRACT
Este artículo describe las concepciones de trece profesores de segundo ciclo de educación básica, de tres colegios de la Región Metropolitana de Chile, en torno a los estudiantes con talento académico y su educación. Se utilizó una metodología cualitativa enmarcada en los principios de la Grounded Theory, y se recolectaron los datos a partir de la aplicación de dilemas y entrevistas semiestructuradas. Los resultados muestran el desarrollo cognitivo, social y emocional como marcadores distintivos en niños con talento; el origen del talento como factor determinante; la graduación del talento como factor diferenciador; los ambientes enriquecidos como factores po-tenciadores del talento, y el reconocimiento de un sistema educativo que homogeniza la educación y no reconoce las diferencias. El análisis relacional destaca tres fenómenos que ponen en evidencia una concepción más contemporánea del talento académico: el reconocimiento de niños con talento académico en el aula, el rol del profesor en el desarrollo y potenciación del talento académico y la educación como una oportunidad de movilidad social. Para concluir, se reafirma la necesidad de considerar concepciones menos tradicionales, así como la posibilidad de generar instancias formativas en las que la educación de niños con talento sea responsabilidad de todos los profesores. Asimismo, se señala cómo las limitaciones de este estudio dan apertura a nuevas líneas de indagación.
This article describes the conceptions of thirteen teachers of Middle School about talented students and their education in three different schools of the Metropolitan Region of Chile. A qualitative methodology framed in the principles of Grounded Theory was used, and data was collected from the application of dilemmas and semi-structured interviews. The results show the cognitive, social and emotional development as distinctive trade in talent students, the origin of talent as a determining factor, graduation talent as a differentiating factor, enriched environments as factors that promote talent, and the recognition of an educational system that homogenize the education and doesn't recognize the differences. The relational analysis highlights the recognition of children with academic talent in the classroom, the teacher's role in the development and enhancement of academic talent and education as an opportunity for social mobility as three phenomena that evidence a contemporary talent academic design. In conclusion, reinforces are needed to consider non-traditional conceptions and the possibility to generate training instances in which the education of talent children, is the responsibility of all teachers. It also noted how the limitations of this study provide openness to new lines of research.
ABSTRACT
Este trabalho buscou fazer uma análise das concepções de 35 professores de 5ª a 8ª série, no Rio de Janeiro, sobre a informática na educação. A informática vem adquirindo cada vez mais relevância no cenário educacional. Sua utilização como instrumento de aprendizagem e sua ação no meio social vêm aumentando de forma rápida, fazendo a educação passar por mudanças estruturais e funcionais diante dessa nova tecnologia. Por isso, este artigo objetivou, por meio de um instrumento contendo quatro perguntas, fazer uma análise qualitativa do que os professores entendem por informática na educação, quais suas teorias implícitas sobre o processo de aprendizagem dos alunos e a utilização de software educacionais. A análise demonstrou que a maioria dos professores tem uma opinião positiva em relação à inserção da informática na educação, acreditando que ela pode melhorar o processo de aprendizagem, atuando diretamente no desenvolvimento de habilidades cognitivas e no processo motivacional.
This research analyzes the conceptions about computers in education from 35 elementary schoolteachers from the state of Rio de Janeiro. Informatics is acquiring more and more relevance in the Brazilian educational scope. Its utilization as a learning tool, and its action in the social scenario, is increasing quickly and changing structural and functional characteristics from education. This research, from four questions, does a qualitative analysis concerning the schoolteachers comprehension about computers in education, their implicit theories about the learning process, and their opinions about the use of educational software. This analysis has shown that the majority of the schoolteachers has an positive opinion concerning the insertion of computers in education. They affirm that computers may improve the learning process, acting directly on the development of cognitive abilities and on the motivational process.