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Reading and Writing Accompaniment for Future Preschool Teachers Reading and writing accompaniment for future preschool teachers Allan Amador Díaz Rueda Magíster en Didáctica de la Lengua UIS Universidad Autónoma de Bucaramanga Bucaramanga, Santander, Colombia Correo electrónico del autor: [email protected] Artículo recibido: mayo 27 de 2029 Artículo aceptado: junio de 2019 Cómo citar este artículo: Diaz, R. Allan, A. (2019). Reading and writing accompaniment for future preschool teachers. Espiral, Revista de Docencia e Investigación, 9(2), 153 - 172. Abstract This document presents the systematization results of scenario, reading and writing are fundamental, the accompaniment to the reading and writing processes since they combine key elements for learning, of 21 undergraduate students of the Early Childhood such as the relationship between thought, Education program at UNAB University. The work languages, emotions, interactions and the consisted in the implementation of didactic sequences to elaborate reading cards, infographics, summaries and scientific development of communities. Hence reviews. The pedagogical actions were evaluated based the need to bet on the improvement of on the analysis of the teacher’s field diary records, the students’ communicative processes through products elaborated by the undergraduate students and the articulated development of humanistic, the results of a survey on their learning. It was concluded academic and professional training. that the participants showed signs of reading and writing as epistemic processes. To fulfill this purpose, the institution has, among other strategies, the “Expression” Keywords: Mother tongue teaching, reading, writing, pre-school teacher training. course in the first semester of undergraduate programs. The class is expected to train new Introduction students to strengthen their understanding and textual production in an autonomous way, The “Universidad Autónoma de Bucaramanga” through learning experiences that meet their (UNAB University) stipulates in its Development communication needs and expectations. At Plan 2019 - 2024 that its central purpose the same time, through the diploma course is to integrally train autonomous, ethical in “Rethinking Pedagogical Practice”, UNAB is and creative people who will contribute to working on the systematization of educational transforming their environment to build a experiences to preserve good teaching practices more prosperous society (UNAB, 2019). In this and improve those that are not very effective. ESPIRAL, Revista de Docencia e Investigación Vol. 9 Número 2 • pp. 153 - 172 • julio - diciembre 2019 • ISSN 2256-151X • ISSN Digital 2389-9719 • DOI: https://doi.org/10.15332/erdi.v2i9.2500 154 Magisterial dissident ethic in contemporary education With the intention of combining both the “Expression” class to optimize their skills efforts, there was an idea of systematizing as readers and writers? And how should the the pedagogical actions implemented in an teacher accompany the development of such “Expression” course made up with undergraduate processes? students of the Early Childhood Education program, since this program obtained the lowest In order to respond to the first question, results of the institution in the Critical Reading the freshmen carried out an initial exploration and Written Communication competences of exercise that was designed with the objective the 2018 Saber-Pro tests. of knowing their tastes, reading habits, ways of learning to read and write, self-perceptions as This document reports the experience in readers and writers, as well as their expectations the second semester of 2019 with 21 first-year regarding the subject. Subsequently, a written students of the academic program in question. test was applied to evaluate their ability to The questions that guided the teacher’s actions identify discursive genres, to understand the were: What are the strengths and weaknesses communicative purposes of the texts, to write of the students’ reading and writing with cohesion and coherence, and to respect processes? How can the students’ academic authors’ rights to their production. reading and writing skills be improved? What discursive genres should be worked on in Based on the data obtained, we proceeded to review the bibliography that help overcome 155 the difficulties encountered, having as input the Report of Results on the Application of their interests and expectations regarding Saber Pro UNAB (ICFES, 2018). the subject. As a result of this research, it was determined that the four most pertinent As far as written communication is concerned, discursive genres for the didactic intervention the document states that 18% of the students were: the reading card, the infographic, the who took the test were classified at the lowest summary and the review. Likewise, the level (1); 40% at 2; 29% at 3 and 13% at 4. This referential exploration provided theoretical establishes that 58% of the examinees have guidelines for the design of an accompaniment problems making statements (thesis) or protocol for understanding and textual expressing their personal position, fulfilling a production and the use of a field diary and communicative intention, and organizing the the analysis of the apprentices’ work were ideas that make up their texts. Likewise, their stipulated to document the experience. writings show some contradictions or flaws that affect the coherence of the text. On the other Once the course was finished, the future hand, only 13% of the future teachers show teachers were asked to fill out a Google form in their productions different perspectives on in which they expressed their perceptions a subject, make the central approach of their about the course. With all of the above as input, writings (thesis) complex, satisfactorily comply we proceeded to evaluate the intervention with the communicative purpose proposed in carried out in order to draw conclusions and the test’s guiding question and make adequate make recommendations that would contribute use of punctuation marks, grammatical both to the improvement of the students’ references, connectors, among other cohesive learning, and to the intention of systematizing mechanisms, which guarantee the coherence the actions of reading, writing, and speaking and fluidity of the text (ICFES, 2018). at UNAB. The following sections contain the theoretical exploration performed, the analytical With regard to Critical Reading, student description of the activities developed, the performances were classified as follows: level conclusions reached, and the recommendations 1: 35%, level 2: 35%, level 3: 22%, level 4: 8% made. (ICFES, 2018). This means that 70% of these future educators have difficulties in identifying Problem the subject matter and structure of the texts they read, recognizing the communicative intent According to UNAB University official website, of the author, responding to specific questions the Early Childhood Education program aims that inquire about data provided in the writing, at training excellent teachers who stand out understanding the overall meaning from the for having all the tools to become “managers cohesive elements that allow coherence, and of new and better educational proposals identifying the textual typology, discursive mediated by pedagogy, supported by strategies and functions of language to information and communication technologies understand the meaning of the works. In fact, (ICT), art, creativity, play and innovation (UNAB, only 8% of the students evaluate the global 2019). content of the text from the local elements, the relationships between them, and their position in However, the most recent Saber Pro test a given context from a hypothetical perspective. results show that future graduates have reading and writing difficulties that can cause serious In the above scenario, the university should setbacks in achieving the program’s goals. pay greater attention to the reading and writing These failures are presented in more detail in performance of the Early Childhood Education 156 Magisterial dissident ethic in contemporary education undergraduate students. To that end, it is non- knowledge, it could be determined that few negotiable to know the status of these skills in students understand the differences between first semester learners. In response to this need, summary and review (10%). In the case of the first sessions of the “Expression” course the summary, only 32% of those examined implemented the initial exploration exercise could identify Ospina’s thesis; however, 68% on subject expectations, tastes, reading habits, recognized the author’s purpose. In other ways of learning to read and write, and self- results, 55% of them altered the information perceptions as readers and writers. Afterwards, of the base text and 77% took exact fragments a written test was applied, which consisted of it. This indicates that the new university in the writing of a summary and a review of students have not yet developed their ability the column Education, elaborated by William to paraphrase. Furthermore, none of them Ospina. The analysis of these productions made included in their writing the bibliographic it possible to evaluate the students’ ability to reference of the document read. identify discursive genres, understand the communicative purposes of the texts, identify The analysis of the reviews brought the key ideas, synthesize relevant information, following conclusions: only 13% of the students analyze the content of the readings, make an are aware of the importance of assigning
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