Reading together in the classroom. A study of the difference between teacher and student interactions and the requirements of the Ministry of Education in Chile / Lectura conjunta en el aula. Un estudio sobre la distancia entre la interacción profesores alumnos y las prescripciones del Ministerio de Educación Chileno

Bibliographic Data

ID12485655
AuthorsCarolina Iturra (0000-0003-2094-1302, University of Talca, corresponding author), Javier Rosales (0000-0001-5230-1540, Universidad de Salamanca)
Year2015
Volume27
Issue1
Pages64-92
Publication date2015-01-02
Open AccessNo
TypeARTICLE
VenueCulture and Education (JOURNAL)
Journal identifiersISSN: 1135-6405 • E-ISSN: 1578-4118
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/11356405.2015.1006848
OpenAlexW2073680039
LanguageES
Citations received1
References cited13

In this article we describe the reading comprehension teaching practices of three Chilean teachers, to contrast them with the proposed guidelines from the Chilean Ministry of Education. To do this, we have analysed what contexts of interaction were created in the classroom and which reading processes were promoted by the questions the students were asked. The results show how the teachers’ practices were closer to the ministerial guidelines when they were asked to create specific contexts of interaction, but deviated from these guidelines when the objective was to promote a reflective and critical understanding of the texts

Christian ministry · Comprehension · Linguistics · Mathematics education · Pedagogy · Political science · Reading (process · Reading comprehension · Sociology · Literacy and Educational Practices · Philosophy · Psychology · Reading and Literacy Development · Writing and Handwriting Education

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