Maestría en Educación con énfasis en Didáctica de las Lenguas Extranjeras · 2017
A reflective teaching process to enhance reading comprehension strategies
Este estudio es una investigación acción llevada a cabo en dos colegios públicos de Bogotá, Colombia; el principal objetivo fue analizar y desarrollar la práctica de dos docentes investigadoras a través del proceso de enseñanza y reflexión y fue orientado a mejorar las estrategias de comprensión de lectura en inglés como lengua extranjera. Las investigadoras, principal población del estudio, establecieron un número de etapas para completar un estudio sistemático de su práctica teniendo en cuenta tres aspectos principales para recoger evidencia: a. La experiencia del docente investigador. b. El maestro como observador. c. El progreso en la comprensión de lectura de los estudiantes. Este proyecto de investigación inició con una revisión del estado del arte y fundamentos teóricos relacionados con el proceso de reflexión docente, la lectura y las estrategias de comprensión lectora que orientaron los procesos didácticos y pedagógicos relacionados con el desarrollo de estrategias de lectura en una clase de lengua extranjera. Paso seguido, las docentes investigadoras planearon el proceso de implementación a través del uso de una serie de instrumentos pertinentes tomando como base teorías para recolectar datos relevantes los cuales incluyeron el uso de planes de clase, diarios del docente, diarios pedagógicos y observaciones del par investigador que permitieron a las investigadoras analizar y obtener conclusiones. El estudio concluye describiendo los avances profesionales que las docentes experimentaron al diseñar y adaptar material de lectura, planear sesiones cuyo objetivo fuese apoyar el desarrollo de las estrategias de comprensión lectora en sus estudiantes e implementarlas en sus clases, también se establecieron las características más importantes para el mejoramiento de la práctica docente y su impacto en el proceso de aprendizaje del estudiante.
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Contenido
- ABSTRACTp. 2
- RESUMENp. 3
- ACKNOWLEDGMENTSp. 4
- TABLE OF CONTENTp. 5
- INDEX OF CHARTSp. 8
- INDEX OF ANNEXESp. 9
- GLOSSARY OF ABBREVIATIONSp. 10
- CHAPTER 1: INTRODUCTIONp. 11
- CHAPTER 2: EXISTING LITERATURE REVIEWp. 23
- CHAPTER 3: THEORETICAL FRAMEWORKp. 30
- ENGLISH AS A FOREIGN LANGUAGEp. 31
- REFLECTIVE TEACHINGp. 34
- READING COMPREHENSIONp. 39
- READING STRATEGIESp. 43
- CHAPTER 4: METHODOLOGYp. 48
- CHAPTER 5: DATA ANALYSIS AND FINDINGSp. 55
- GRADE STUDENTS FROM EOH AND LG SCHOOLSp. 56
- Statistic Contentp. 56
- Part 1: Reading Images (5 questions)p. 56
- Part 2: Conceptualizing and specific vocabulary of the student (5 questions)p. 57
- Part 3: Using the Foreign Language in interaction contexts (5 questions)p. 57
- Part 4: Grammar, Semantics and Syntax (8 questions)p. 57
- Part 5: Inference of the reader (5 questions)p. 57
- Trends and Comparisonp. 58
- Part 1: Reading Picturesp. 59
- Part 2: Conceptualizing and specific vocabulary of the studentp. 60
- Part 3: Using a Foreign Language in interaction contextsp. 61
- Part 4: Grammar, Semantics and Syntaxp. 62
- Part 5: Inferencep. 63
- INTERVENTION FINDINGSp. 65
- FINDINGS CYCLE ONEp. 66
- Reflective Teaching in Actionp. 67
- Teachers’ Reflections about Reading Comprehensionp. 71
- Reading Material Designp. 74
- Professional Dilemmasp. 78
- Reflectionp. 79
- FINDINGS CYCLE TWOp. 81
- Reflective Teaching in Actionp. 67
- Teachers’ Reflection around Reading Comprehensionp. 85
- Professional Dilemmasp. 78
- GRADE STUDENTS OF EOH AND LG SCHOOLSp. 96
- Statistic Contentp. 56
- Part 1: Reading Images (3 questions)p. 96
- Part 2: Conceptualizing and specific vocabulary of the student. (3 questions)p. 96
- Part 3: Using a Foreign Language in interaction context. (3 questions)p. 96
- Part 4: Grammar, Semantics and Syntax. (5 questions)p. 97
- Part 5: Inference of the reader. (5 questions)p. 97
- Resultsp. 97
- Trends and Comparisonsp. 97
- Comparison per Questionsp. 100
- Part 1. Reading imagesp. 100
- Part 2: Conceptualizing and specific vocabulary of the studentp. 60
- Part 3: Using a Foreign Language in interaction contextp. 102
- Part 4: Grammar, Semantics and Syntaxp. 62
- Part 5: Inferencep. 63
- CHAPTER 6: DISCUSSIONp. 107
- CHAPTER 7: CONCLUSIONS AND FURTHER RESEARCHp. 111
- REFERENCESp. 116
- FIGURE # 1.WALLACE REFLECTIVE MODELp. 19
- FIGURE # 2. THEORETICAL FRAMEWORK SUMMARY MAPp. 30
- FIGURE # 3. IMPLEMENTATION PLAN SUMMARYp. 54
- FIGURE # 4. PRE-TEST: RESULTS DISTRIBUTIONp. 58
- FIGURE # 5. PRE-TEST: GROUP 1 EOHp. 60
- FIGURE # 6. PRE-TEST: GROUP 1 LGp. 60
- FIGURE # 7. PRE-TEST: GROUP 2 EOHp. 61
- FIGURE # 8. PRE-TEST: GROUP 2 LGp. 61
- FIGURE # 9. PRE-TEST: GROUP 3 EOHp. 62
- FIGURE # 10. PRE-TEST: GROUP 3 LGp. 62
- FIGURE # 11. PRE-TEST: GROUP 4 EOHp. 63
- FIGURE # 12. PRE-TEST: GROUP 4 LGp. 63
- FIGURE # 13. CATEGORIES PERCENTAGES CYCLE 1p. 66
- FIGURE # 14. CATEGORIES AND SUBCATEGORIES CYCLE 1p. 67
- FIGURE # 15. CATEGORIES PERCENTAGES CYCLE 2p. 82
- FIGURE # 16. CATEGORIES AND SUBCATEGORIES CYCLE 2p. 83
- FIGURE # 17. POST-TEST: COMPARISON OF THE DISTRIBUTION STUDENTS’ OUTCOME AT EOHp. 98
- FIGURE # 18. POST-TEST: COMPARISON OF THE DISTRIBUTION STUDENTS’ OUTCOME AT LGp. 99
- FIGURE # 19. POST-TEST: SUCCESS QUESTIONS GROUP 1 EOHp. 101
- FIGURE # 20. POST-TEST: SUCCESS QUESTIONS GROUP 1 LGp. 101
- FIGURE # 21. POST-TEST: SUCCESS QUESTIONS GROUP 2 EOHp. 102
- FIGURE # 22. POST-TEST: SUCCESS QUESTIONS GROUP 2 LGp. 102
- FIGURE # 23. POST-TEST: SUCCESS QUESTIONS GROUP 3 EOHp. 103
- FIGURE # 24. POST-TEST: SUCCESS QUESTIONS GROUP 3 LGp. 103
- FIGURE # 25. SUCCESS QUESTIONS GROUP 4 EOHp. 104
- FIGURE # 26. SUCCESS QUESTIONS GROUP 4 LGp. 104
- FIGURE # 27. SUCCESS QUESTIONS GROUP 5 EOHp. 105
- FIGURE # 28. SUCCESS QUESTIONS GROUP 5 LGp. 105
- PRE-TEST AT EOH AND LGp. 106
- SCHOOLSp. 59
- CHART # 2.COMPARATIVE RESPONSES IN THE FIRST GROUP OF QUESTIONS BETWEEN EOH AND LG SCHOOLSp. 59
- CHART # 3. COMPARATIVE RESPONSES IN THE SECOND GROUP OF QUESTIONS BETWEEN EOH AND LGp. 60
- CHART # 4. COMPARATIVE RESPONSES IN THE THIRD SET OF QUESTIONS BETWEEN EOH AND LGp. 61
- CHART # 5. COMPARATIVE RESPONSES IN THE FOURTH GROUP OF QUESTIONS BETWEEN EOH AND LGp. 62
- CHART # 6. COMPARATIVE RESPONSES IN THE FIFTH GROUP OF QUESTIONS BETWEEN EOH AND LGp. 63
- CHART # 7. ABSOLUTE AND PERCENTAGE DISTRIBUTION OF POST-TEST RESULTS EOH AND LGp. 98
- CHART # 9. COMPARATIVE RESPONSES IN THE FIRST GROUP OF QUESTIONS BETWEEN EOH AND LGp. 100
- CHART # 10. COMPARATIVE RESPONSES IN THE SECOND GROUP OF QUESTIONS BETWEEN EOH AND LGp. 101
- CHART # 11. COMPARATIVE RESPONSES IN THE THIRD SET OF QUESTIONS BETWEEN EOH AND LGp. 102
- CHART # 12. COMPARATIVE RESPONSES IN THE FOURTH GROUP OF QUESTIONS BETWEEN EOH AND LGp. 103
- CHART # 13. COMPARATIVE RESPONSES IN THE FIFTH GROUP OF QUESTIONS BETWEEN EOH AND LGp. 104
- POST-TEST FOR EOH AND LGp. 105
- CHART # 15. PRE-TEST AND POST-TEST CONCLUSIONSp. 112
- GÓMEZ PUBLIC SCHOOLp. 121
- SCHOOLSp. 59
- LAUREANO GÓMEZp. 134
- ANNEX #4: LESSON PLAN SAMPLE - LESSON PLAN 3 CYCLE 1p. 142
- ANNEX #5: LESSON PLAN SAMPLE - LESSON PLAN 4 CYCLE 2p. 144
- ANNEX #6: TEACHER LOG SAMPLE - TEACHER LOG 2 CYCLE 1p. 146
- ANNEX #7: TEACHER LOG SAMPLE - TEACHER LOG 2 CYCLE 2p. 149
- ANNEX #8: PEER OBSERVATION SAMPLEp. 153
- ANNEX #9: JOURNAL SAMPLE – JOURNAL 1 CYCLE 2p. 155
- ANNEX #10: PRE-TESTp. 156
- ANNEX #11: POST TESTp. 160
- ANNEX #12: STUDENTS’ WORK CYCLE 1 AND CYCLE 2p. 162