Prácticas de enseñanza en el aprendizaje inicial de la lecturaUn estudio con docentes peruanas de educación infantil

Abstract

From field of educational research has emerged a particular interest in recognising teaching practices related to early reading learning. Questionnaires and observation records were applied to identify not only which teaching methods prevail in preschool education and first grades of primary but also demonstrate the existence of three pedagogical profiles (situational, instructional and multidimensional profile). This exploratory research reviews teaching patterns from a group of professionals of Lima city. It was designed a questionnaire, Likert scale, with a section to value pedagogical activities. Each question had three options that corresponding to a type of profile. The 60 teachers had value, on a scale of 0 to 3, all situations. Although there was no predominance to a specific profile, it was possible to identify what actions teachers paid more attention. Through factorial analysis, three main factors were found (these explained a 40.3 percent variance). The first was based on the use of different material and literary activities executed. On the second factor there were items related to the interest of teachers about promoting phonological skills. Finally, the way they dispose interaction between children and teacher and manipulation of printed material were part of third factor. Results suggest that teachers show special interest in three central subjects: the exposure to printed material, phonological knowledge and interaction in classroom, whose role in early reading learning is widely recognised. It must consider this report as a first sight of teacher perception. Future works could focus on the conceptual foundations and specific strategies in classroom, with support from other procedures as interview and observation.