El estilo pedagógico de una docente de educación preescolar en un proceso de comprensión y producción textual
El estilo pedagógico de una docente de educación preescolar en un proceso de comprensión y producción textual
Director
Autor corporativo
Recolector de datos
Otros/Desconocido
Director audiovisual
Editor/Compilador
Editores
Pereira : Universidad Tecnológica de Pereira
Tipo de Material
Fecha
2014
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Es Parte de
Resumen
El informe de la investigación “El Estilo Pedagógico De Una Docente De Educación Preescolar En Un Proceso De Comprensión y Producción Textual‖ da cuenta del proceso de reflexión sobre su propia práctica en el grupo 0-C de la Institución Educativa Juan XXIII en la ciudad de Pereira, tiene como objetivo la comprensión del estilo pedagógico para intentar un proceso de renovación de la práctica educativa. En primer lugar, se plantea el problema de la investigación, a partir de la definición de los conceptos clave que hablan de la naturaleza de la investigación, en este caso: Adquisición del lenguaje, comprensión y producción textual, estilos pedagógicos y práctica educativa y se establecen los objetivos que orientan el proceso en sus dos etapas. Luego se presenta el referente teórico donde se sitúa la interpretación de la práctica y la caracterización del estilo en la etapa diagnóstica y de intervención de la investigación. se definen las concepciones relacionadas con el lenguaje que se establecen desde los estudios lingüísticos; después el panorama de la enseñanza del lenguaje a través de la comprensión y producción textual a partir de los diferentes paradigmas a lo largo de la historia; luego aparece el análisis de este mismo tipo de enseñanza desde las políticas educativas y lineamientos curriculares vigentes en la dimensión comunicativa ; seguidamente se enfatiza en las principales reflexiones que en lo pedagógico dan cuenta del análisis de las prácticas educativas de los docentes, con el fin de establecer el interés de esta investigación por la reflexión del estilo pedagógico para la renovación de la práctica educativa, se indican las posibilidades de situar el estilo pedagógico de la enseñanza de la lengua a través de la comprensión y producción textual desde el enfoque que define la práctica educativa como actividad para la reflexión de la docente y se describen las categorías de análisis que orientan el proceso de la investigación. En el referente metodológico se opta por el paradigma cualitativo, eligiendo la metodología de la investigación acción, en este aparte del informe se presentan las características la investigación. Luego se establece el diseño de la investigación describiendo la unidad de trabajo desde las características generales del contexto, de la docente investigadora, y la observadora externa; y el equipo de docentes a la línea de estilos pedagógicos. El procedimiento comprende la estructuración de las etapas de la investigación y el plan de análisis de la práctica educativa. Posteriormente los resultados que comprenden la descripción e interpretación de la práctica en sus dos etapas, a partir de las categorías de análisis: saber disciplinar, saber procedimental, saber comunicativo y saber reflexivo; y las conclusiones y pautas para la renovación de la práctica a tener en cuenta, evidenciando las características del estilo revelado en ambas etapas. Por último, retomando la pregunta de la investigación, están las conclusiones, el impacto y las sugerencias de la investigación.
This investigation report is about ―The Pedagogical Style Of a Preschool Teacher In A Comprehension Process and Textual Production‖ this realizes the process of reflection on their own practice in the 0-C group of the School John XXIII in the city of Pereira, having as an objective the pedagogical style in order to attempt a renovation process of the educational practice. First of all, the investigation problem arises, starting from the definition of the key concepts that speaks of the nature of this investigation, in this case: Language acquisition, comprehension and textual production, pedagogical styles and educational practice and the objectives that guide the process in their two stages are established. Then, the theoretical reference where the interpretation of the practice style and characterization in diagnostic and interventional investigation stage stands is presented. Second moment, the concepts related to the language which are established from linguistic studies are defined; then, it is showed the panorama of language teaching through comprehension and textual production from the different paradigms throughout history. As a third moment, appears the analysis of this same kind of teaching starting from educational procedures and curriculum guidelines that are now in force in the area of language; then emphasizes that the main reflections from the pedagogical realize the analysis of educational practices of teachers, in order to establish the best interests of this investigation by the reflection of the pedagogical style for the renovation of educational practice, are given the possibilities of placing the pedagogical style of teaching language through comprehension and textual production from the approach that defines the practice as educational activity for teacher reflection and analysis categories that guide the research process are described. In the methodological reference is chosen the qualitative paradigm, selecting the methodology of action research, in this part of the report the characteristics of this which respond to the nature of the investigation are presented. Then the design of the investigation is established describing the unit of work from the general characteristics of the context, of the researcher teacher, professional external observer; and the team of teachers related to the investigation of pedagogical styles. The procedure includes the structuring stages of the investigation and the analysis plan of the educational practice. Finally, the results include the description and interpretation of the practice in their two stages, from the analysis categories appear: disciplinary knowledge, procedural knowledge, communicative knowledge and reflective knowledge; and conclusions and guidelines for the renovation of the practice to consider, the result of the comparative features style revealed in both stages. To conclude, returning to the investigation question, the findings the impact and suggestions of the investigation.
This investigation report is about ―The Pedagogical Style Of a Preschool Teacher In A Comprehension Process and Textual Production‖ this realizes the process of reflection on their own practice in the 0-C group of the School John XXIII in the city of Pereira, having as an objective the pedagogical style in order to attempt a renovation process of the educational practice. First of all, the investigation problem arises, starting from the definition of the key concepts that speaks of the nature of this investigation, in this case: Language acquisition, comprehension and textual production, pedagogical styles and educational practice and the objectives that guide the process in their two stages are established. Then, the theoretical reference where the interpretation of the practice style and characterization in diagnostic and interventional investigation stage stands is presented. Second moment, the concepts related to the language which are established from linguistic studies are defined; then, it is showed the panorama of language teaching through comprehension and textual production from the different paradigms throughout history. As a third moment, appears the analysis of this same kind of teaching starting from educational procedures and curriculum guidelines that are now in force in the area of language; then emphasizes that the main reflections from the pedagogical realize the analysis of educational practices of teachers, in order to establish the best interests of this investigation by the reflection of the pedagogical style for the renovation of educational practice, are given the possibilities of placing the pedagogical style of teaching language through comprehension and textual production from the approach that defines the practice as educational activity for teacher reflection and analysis categories that guide the research process are described. In the methodological reference is chosen the qualitative paradigm, selecting the methodology of action research, in this part of the report the characteristics of this which respond to the nature of the investigation are presented. Then the design of the investigation is established describing the unit of work from the general characteristics of the context, of the researcher teacher, professional external observer; and the team of teachers related to the investigation of pedagogical styles. The procedure includes the structuring stages of the investigation and the analysis plan of the educational practice. Finally, the results include the description and interpretation of the practice in their two stages, from the analysis categories appear: disciplinary knowledge, procedural knowledge, communicative knowledge and reflective knowledge; and conclusions and guidelines for the renovation of the practice to consider, the result of the comparative features style revealed in both stages. To conclude, returning to the investigation question, the findings the impact and suggestions of the investigation.