O impacto do desenvolvimento profissional na cognição do professor sobre as práticas de instrução de leitura

Abdulaziz Althewini

doi:10.22633/rpge.v29iesp1.20454

Autores/as

Abdulaziz Althewini Universidade King Saud bin Abdulaziz de Ciências da Saúde https://orcid.org/0000-0002-5854-8090

DOI:

https://doi.org/10.22633/rpge.v29iesp1.20454

Palabras clave:

Desarrollo profesional, Cognición docente, Instrucción de lectura, Creencias docentes, Formación docente

Resumen

Este estudio examina el impacto del desarrollo profesional (DP) en las creencias de los docentes sobre la enseñanza de la lectura y su posterior influencia en sus prácticas pedagógicas. Basado en la investigación sobre la cognición docente, este estudio investiga cómo el DP moldea los enfoques instruccionales y promueve la transición de los métodos tradicionales, centrados en el docente, a estrategias de lectura más centradas en el estudiante y basadas en la evidencia. Mediante un diseño de investigación cuantitativa, se recopilaron datos de una encuesta de 43 docentes con diferentes niveles de exposición al DP. Los resultados indican que los docentes que participaron en programas de DP estructurados y sostenidos mostraron cambios significativos en sus creencias, favoreciendo particularmente los enfoques de lectura metacognitivos y centrados en el estudiante sobre los métodos tradicionales de traducción gramatical. Sin embargo, el estudio también destaca los desafíos en la implementación de prácticas basadas en el DP, particularmente entre docentes con experiencia que se resisten al cambio. El estudio subraya la necesidad de iniciativas de DP continuas, reflexivas y colaborativas para sostener una transformación pedagógica significativa. Las implicaciones de estos hallazgos contribuyen al discurso sobre la formación docente, abogando por marcos de DP a largo plazo que se alineen con las estrategias instruccionales basadas en la investigación.

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Biografía del autor/a

Abdulaziz Althewini, Universidade King Saud bin Abdulaziz de Ciências da Saúde

Universidade King Saud bin Abdulaziz de Ciências da Saúde, Centro Internacional de Pesquisa Médica King Abdullah e Ministério da Guarda Nacional - Assuntos de Saúde, Arábia Saudita. Professor associado.

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