Suárez Natalia, Jiménez Juan E, Sánchez Carmen R
Departamento de Didácticas Específicas, Universidad de la Laguna, San Cristóbal de la Laguna, Spain.
Departamento de Psicología Evolutiva y de la Educación, Universidad de la Laguna, San Cristóbal de La Laguna, Spain.
Front Psychol. 2020 Jun 10;11:1083. doi: 10.3389/fpsyg.2020.01083. eCollection 2020.
The present study analyzes the relationship between teachers' beliefs about learning to read, teaching practices, and discourse. To carry out this study, we benefited from the collaboration of six teachers in kindergarten and the first levels of primary education. First, an attribution questionnaire was used to analyze beliefs about learning to read (Jiménez et al., 2015). Secondly, to study teaching practices, an observation tool was used (Suárez et al., 2018). Thirdly, in order to know the opinion of teachers about how to teach reading, we adapted the instrument to assess teaching perspectives elaborated by Clark and Yinger (1979). Finally, all the information was triangulated and analyzed using mixed methods. The results indicated that the relationship between beliefs, practices, and discourse is not always consistent. In all teachers, a relationship was found between some of their beliefs, practices, and discourse. At the level of beliefs, all teachers presented one predominant attributional profile, although to a lesser extent, their beliefs were also attributable to other learning theories. The results indicated that all the teachers carried out teaching practices associated with the different learning theories. Similarly to their discourse, all teachers showed diverse opinions about the learning processes involved in reading. These results indicate that teachers maintain eclectic approaches, both when they carry out activities in the classroom and when they think about learning to read.
本研究分析了教师关于阅读学习的信念、教学实践和话语之间的关系。为了开展这项研究，我们受益于六名幼儿园和小学低年级教师的合作。首先，使用一份归因问卷来分析关于阅读学习的信念（希门尼斯等人，2015年）。其次，为了研究教学实践，使用了一种观察工具（苏亚雷斯等人，2018年）。第三，为了了解教师对如何教授阅读的看法，我们改编了由克拉克和英格（1979年）精心设计的评估教学观点的工具。最后，使用混合方法对所有信息进行三角测量和分析。结果表明，信念、实践和话语之间的关系并不总是一致的。在所有教师中，发现他们的一些信念、实践和话语之间存在一种关系。在信念层面，所有教师都呈现出一种主要的归因模式，不过在较小程度上，他们的信念也可归因于其他学习理论。结果表明，所有教师都开展了与不同学习理论相关的教学实践。与他们的话语类似，所有教师对阅读所涉及的学习过程都表现出不同的看法。这些结果表明，教师在课堂上开展活动以及思考阅读学习时都保持着折衷的方法。
