Desarrollo de la comprensión lectora del género escolar explicativo : estrategias y creencias de dos docentes en cuarto nivel de la ESO

Student thesis: Doctoral thesis


The study is located in the field of didactics of reading, assuming interdisciplinary theoretical elements that have allowed it to expand the interpretive horizon: the reading practice of the expository text and the teaching beliefs that shape this practice. The interdisciplinary fields are: the socio-historical or sociocultural approach (Vygotsky, 1979, Westsch, 1999, Rogoff, 1998, 2010, Lave & Wenger, 1991), the activity theory (Leontiev 1981, Engeström 2001), theacher thinking (Clark & Yinger, 1979; Shön, 1992) and the teaching beliefs (Woods, 1996, Cambra et al., 2001, Richart & Lockhart, 1994, Phipps & Borg, 2009, Kuzborska, 2011). The design is qualitative, a case study of ethnographic approach (Angrosino, 2012, McMillan & Schumacher, 2005, Simons, 2011). We have opted for the multi-method strategy (McMillan & Schumacher, 2005). In order to maintain, control and evaluate subjectivity, field records, curious colleagues and critical reflection are used (McMillan & Schumacher, 2005: 421). The analysis procedure follows the grounded Theory of Strauss and Corbin (2002). It combines the inductive coding of categories with constant comparison between them. Its purpose is to achieve theorization, for which it previously describes and orders the concepts obtained directly from the data. This involves different stages of coding - open, axial and selective -, elaboration of categories and identification of the central category. The coding process is not linear, since the data obtained in the fieldwork are constantly contrasted with the categories that emerge from the analysis. This theoretical sampling allows the creation of the conditional/consequential matrix in which the different macro and micro contextual elements that condition the actions/interactions of the investigated process are presented. The matrix provides clues to the researcher to inquire about those contextual connections that affect the process. It helps identify and choose combinations of conditional/consequential factors that could be relevant to understanding a given situation. Finally it becomes the basic support for the construction of the substantive theory of the study. We also used the analysis of the identification of the agentivity of the action in those discursive passages that generated confusion or delivered significant information. The mode of enunciation was also identified as a means of deep understanding of the discursive intentionality of the speaking subject. The results of the research give an account of the didactic and pedagogical work of the teacher observed in the reading and teaching of the expository text. They collect their impressions about their own performance, allowing them to glimpse some of the beliefs that influence their management of the reading practice of the expository text. The study also allows access to the perspectives and beliefs of five teachers who analyse part of the pedagogical practice of the main teacher, which enriches the understanding of the teaching practice on the subject studied. The main conclusions of the study are: a) the identification of the influence of the teaching beliefs in the conception and management of the reading practice in the classroom; b) the registration of the structure of elements external to the classroom that determine the educational process in that space; b) the teacher's representation of her students as precarious reading subjects, therefore dependent on her. Representation that arises from the deep belief that the vulnerable socio-cultural environment from which students come, limits their learning and, therefore, the development of reading competence. We also note the validity of the method of thematic analysis of the data provided by the Grounded Theory and we project its use in future investigations of ethnographic character in different areas of the teaching task
Date of Award19 Jul 2017
Original languageSpanish
Supervisor Uri Ruiz Bikandi (Director) & Teresa Ribas Seix (Director)

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