In this article we report on the initial professional discourse on teaching natural science (NS) in the Foundation Phase among a sample of novice teachers in the Western Cape province of South Africa. The sample comprised 7 novice teachers (NTs) with 3 or fewer years of teaching experience. We investigated the NTs preparedness to teach NS, exploring their interpretation of the foundation phase (FP) life skills (LS) curriculum and assessment policy statement (CAPS). We identified and examined gaps in the NTs' understanding and knowledge of teaching NS to formulate an intervention programme (IP), and an 8-week IP integrating theoretical and practical elements was subsequently developed. The data collection instruments included a questionnaire, semi-structured interviews and classroom observations. Inductive and deductive analysis were employed in coding the data, defining common trends and categorising these into themes. The findings highlight the teachers' lack of content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK) for NS teaching. The study underscores the need for effective approaches to teaching NS, such as a pedagogy of inquiry with specific strategies to foreground learner agency. Instruction in these approaches should be incorporated into teacher training curricula at higher education institutions (HEIs), which is recommended as a topic for future research.

Abstract: The present study examines the teaching strategies used by physics professors while providing a guide for students through learning activities that develop thinking skills, knowledge, and attitudes to solve specialty-related problems. A didactic approach is applied to teaching competency-based general physics in engineering within a modular structure. A mixed methodology is employed, with qualitative methods for the case study interpreting professors' discourse regarding classroom pedagogical design and practice, and quantitative methods examining teaching practice and its impact on academic performance. As a result, three main categories are identified: 1) didactic strategies, 2) technological resources, 3) and learning monitoring. It is observed that the teaching model influences student dropout rates and academic success. In conclusion, there is a preference for traditional strategies over constructivist strategies, regardless of the professor's experience level.

Resumen: El presente estudio examina las estrategias de enseñanza utilizadas por los docentes de física y provee una guía al estudiante a través de actividades de aprendizaje que desarrollen habilidades de pensamiento, conocimientos y actitudes para resolver problemas de la especialidad. Se aplica un enfoque didáctico para enseñar por competencias en física general en ingeniería bajo estructura modular. Se utiliza una metodología mixta, cualitativa para el estudio de caso que interpreta el discurso de los docentes en relación con el diseño y la práctica pedagógica de aula y el cuantitativo que examina la práctica docente y su impacto en el rendimiento académico. Como resultado, se identifican tres categorías principales: 1) estrategias didácticas, 2) recursos tecnológicos, y 3) seguimiento del aprendizaje. Se observa que el modelo de enseñanza influye en la tasa de deserción y el éxito académico de los estudiantes. En conclusión, se evidencia una preferencia por estrategias tradicionales sobre las constructivistas, independientemente de la experiencia del docente.

Abstract: The diversity of circumstances that occur in classrooms requires teachers to be capable of exercising professional judgment when assessing and addressing students' needs. A qualitative approach study was carried out between 2018 and 2023 to analyze how future teachers perceive the development of these critical skills through didactic discussions based on the analysis of classroom videos. This study examined multiple cases (n =5) based on discussions from the observation of videos of three lessons in a training course in teaching English as a foreign language at a private institution located in Montevideo, Uruguay. Using surveys (n=33) and semi-structured interviews with the participants (n=8), we investigated, using discourse analysis techniques, how they conceive the discussions of lesson videos to develop skills linked to the perception and implementation of pedagogical aspects. The two aspects perceived to be most important about video selection were authenticity and variety. We found the instances significant for the student teachers since they noted the importance of flexibly relating the theories learned with emerging needs. The findings of this research show that didactic discussions based on the use of videos of educational cases in teacher training contribute to developing skills linked to the perception of needs so that informed pedagogical decisions can be made considering the complex teaching and learning processes.

Resumen: La diversidad de circunstancias que suceden en las aulas requiere docentes capaces de ejercer su juicio profesional al evaluar y abordar las necesidades de los estudiantes. Con el objetivo de analizar cómo los futuros docentes perciben el desarrollo de estas habilidades críticas, a través de discusiones didácticas basadas en el análisis de videos de lecciones, se realizó un estudio de enfoque cualitativo entre 2018 y 2023. Este estudio examinó casos múltiples (n=5), basados en discusiones a partir de la observación de videos de tres lecciones en un curso de formación en docencia de inglés como lengua extranjera de una institución privada ubicada en Montevideo, Uruguay. A través de la utilización de encuestas (n=33) y entrevistas semiestructuradas a los participantes (n=8), se indagó, mediante técnicas de análisis del discurso, cómo estos conciben las discusiones de videos de lecciones para desarrollar habilidades ligadas a la percepción y puesta en práctica de aspectos pedagógicos. Los dos aspectos percibidos como los más importantes en relación con la selección de videos fueron la autenticidad y la variedad. Se constató que para los practicantes las instancias fueron significativas, puesto que notaron la importancia de poder relacionar con flexibilidad las teorías aprendidas con las necesidades emergentes. Los hallazgos de esta investigación muestran que las discusiones didácticas basadas en el uso de videos de casos educativos en la formación de profesores contribuyen al desarrollo de habilidades ligadas a la percepción de necesidades, de tal forma que se puedan tomar decisiones pedagógicas fundamentadas considerando los complejos procesos de enseñanza y aprendizaje.

Resumen Este trabajo analiza las características discursivas y textuales de los recursos digitales y Objetos de Aprendizaje de diferentes carreras de nuestra Universidad. Nos enfocamos en la variable «modo», examinando cómo se reflejan el interlocutor y la narratividad atractiva en el discurso pedagógico digital. Analizamos las funciones de los lenguajes verbales, visuales, sonoras y audiovisuales desde la perspectiva multimodal de la comunicación, en interacción con teorías de enunciación y análisis del discurso. Utilizamos herramientas de investigación cuantitativa y cualitativa interpretativa para el análisis de contenido. Los resultados indican la prevalencia de discursos escritos con inclusión limitada de imágenes. Se concluye que la formación del profesorado en este ámbito debe fortalecerse para mejorar la enseñanza en modalidades virtuales o presenciales.

Abstract This study examines the discursive and textual characteristics of digital resources and Learning Objects (LOs) designed for various university courses. We focus on the «mode» variable, exploring how the interlocutor and attractive narrativity are reflected in digital pedagogical discourse. We analyze the functions of verbal, visual, auditory, and audiovisual languages from the multimodal perspective of communication, interacting with theories of enunciation and discourse analysis. We employ tools from quantitative and interpretative qualitative research for content analysis. The results indicate the prevalence of written discourses with limited inclusion of images. It is concluded that teacher training in this field needs strengthening to enhance teaching in virtual or in-person modalities.

Resumo Este trabalho analisa as características discursivas e textuais dos recursos digitais e Objetos de Aprendizagem de diferentes cursos de nossa Universidade. Concentramo-nos na variável «modo», examinando como o interlocutor e a narratividade envolvente se refletem no discurso pedagógico digital. Analisamos as funções das linguagens verbal, visual, sonora e audiovisual sob a perspectiva multimodal da comunicação, em interação com teorias da enunciação e da análise do discurso. Utilizamos ferramentas de pesquisa quantitativa e qualitativa interpretativa para a análise de conteúdo. Os resultados indicam a prevalência de discursos escritos com inclusão limitada de imagens. Conclui-se que a formação de professores nesta área deve ser fortalecida para melhorar o ensino nas modalidades virtual ou presencial.

Resumen En este artículo, indagamos en los modos de producción y circulación de sentidos en las prácticas educativas desarrolladas en contextos áulicos de nivel secundario, en una escuela de la Ciudad Autónoma de Buenos Aires. Desde el enfoque de la sociolingüística crítica (Codó et al., 2012; Niño Murcia et al., 2020), que articula las perspectivas de la sociolingüísticas etnográfica y el análisis crítico del discurso, analizamos las interacciones desarrolladas en un curso de Lengua y literatura de 3° año, poniendo el foco especialmente en las intervenciones de la docente, con el objetivo de indagar en qué medida su participación abre el espacio para que se produzcan y circulen sentidos que cuestionan el orden establecido o si, por el contrario, lo restringe. De esta manera, nos interesa determinar qué modelos pedagógicos subyacen a estas prácticas educativas a partir de caracterizar el discurso pedagógico que circula en el aula.

Abstract In this article, we investigate the modes of production and circulation of meaning in the educative practices developed in classroom contexts at the secondary level, in a school in the Autonomous City of Buenos Aires. From the approach of critical sociolinguistics (Codó et al., 2012; Niño Murcia et al., 2020), that articulates the perspectives of ethnographic sociolinguistics and critical discourse analysis, we analyze the interactions developed in a 3rd year Language and Literature course, focusing especially on the teacher's interventions, with the aim of investigating to what extent her participation opens the space for the production and circulation of meanings that question the established order or, on the contrary, restricts it. In this way, we are interested in determining which pedagogical models underlie these educational practices by characterizing the pedagogical discourse that circulates in the classroom.

Resumo Neste artigo, investigamos os modos de produção e circulação de sentido nas práticas educativas desenvolvidas em contextos de sala de aula no nível secundário, numa escola da Cidade Autónoma de Buenos Aires. A partir da abordagem da sociolinguística crítica (Codó et al., 2012; Niño Murcia et al., 2020), que articula as perspetivas da sociolinguística etnográfica e da análise crítica do discurso, analisamos as interações desenvolvidas numa disciplina de Língua e Literatura do 3º ano, centrando-nos especialmente nas intervenções da professora, com o objetivo de investigar em que medida a sua participação abre espaço para a produção e circulação de significados que questionam a ordem estabelecida ou se, pelo contrário, a restringe. Desta forma, interessa-nos determinar quais os modelos pedagógicos subjacentes a estas práticas educativas, caracterizando o discurso pedagógico que circula na sala de aula.

Resumen: Esta investigación analiza el trabajo de docentes de primarias multigrado al enseñar español para identificar el repertorio didáctico que movilizan mientras enseñan. Como sustento teórico, se emplea la noción de repertorio didáctico del interaccionismo sociodiscursivo y se explora a través de las dimensiones de trabajo real (lo efectivamente concretado en el aula) y representado (el discurso sobre la práctica). Los datos se recolectaron en dos fases. En la primera, se entrevistaron 12 docentes de cuatro estados mexicanos; en la segunda, se analizaron las clases de tres de estas profesoras. Los resultados muestran el problema didáctico que conlleva la enseñanza en las aulas multigrado, pues el profesorado moviliza saberes: sobre los contenidos y cómo enseñarlos, para la organización de la enseñanza, sobre el contexto y los requerimientos institucionales.

Abstract: This research analyzes the work of multi-level elementary school teachers when teaching Spanish in order to identify the didactic repertoire they mobilize while teaching. As theoretical support, the authors make use of the notion of didactic repertoire from sociodiscursive interactionism and they explore it through a comparison of the dimensions of real work (what actually happens in the classroom) and its representation (the discourse on practice). Data were gathered in two phases. During the first one, the authors carried out interviews of 12 teachers from four different States of the Mexican Republic; for the second one, they analyzed the classroom dynamics of three of those female teachers. The results show the didactic issue that represent teaching in multi-level classes, since the teachers have to mobilize knowledge about contents and about how to teach them, to organize teaching, about the context and also the institutional requirements.

Abstract This article analyzes the teaching of comics production through a Teaching Project of Genre agency in a ninth-grade class, in order to understand how the rewriting process effects the authorial appropriation of discursive genres worked in the classroom. The enunciative perspective of language teaching was assumed, guided by a reflective and procedural work of teaching and learning discourse genres. In this sense, the theoretical scope of the research understands genres as central instances of language teaching methodologies and the textual-interactive correction as a propitiator of the discursive authorship of the producer in training. The methodology is based on a case study and has a qualitative analytical basis. Thus, the action research generated 12 textual productions to be analyzed. Initially, we did a general analysis of the development of the texts, and then we narrowed it down to the production of one of the students participating in the experience. The analysis made us realize that using rewriting methodologies to teach text production enhances students’ reflexivity about their learning and their authorial enunciative choices according to concrete interactional situations in social life. Both in the quantitative and qualitative analysis, the results show that the students, although they knew the comic book genre, throughout the various stages provided by the pedagogical activities, were able to appropriate the different verbal and visual resources concerning the architecture of the comic book genre, in order to realize discursive projects in a responsive and authorial manner, expressing their axiological position in the productions. ninthgrade ninth grade class classroom assumed sense textualinteractive interactive training basis Thus 1 analyzed Initially texts experience life genre activities manner

Resumo Este artigo analisa o ensino de produção de histórias em quadrinhos por meio de um Projeto Didático de Gênero agenciado em uma turma de nono ano, a fim de perceber como o processo de reescrita efetiva a autoral apropriação dos gêneros discursivos trabalhados em sala de aula. Assumiu-se a perspectiva enunciativa de ensino de língua, orientando-se por um trabalho reflexivo e processual de ensino e aprendizagem dos gêneros discursivos. Nessa seara, o escopo teórico abalizador da pesquisa entende os gêneros como instâncias centrais das metodologias de ensino de língua e a correção textual-interativa como propiciadora da autoria discursiva do produtor em formação. A metodologia se pauta no estudo de caso e tem base analítica qualitativa. Assim, a pesquisa-ação gerou 12 produções textuais para serem analisadas. Inicialmente, fizemos uma análise geral do desenvolvimento dos textos e, depois, afunilamos para a produção de um dos estudantes participantes da experiência. A análise fez perceber que se utilizar de metodologias de reescrita para o ensino da produção textual propicia o aprimoramento da reflexividade do estudante sobre sua aprendizagem e sobre suas escolhas enunciativas autorais em função de situações interacionais concretas da vida social. Seja na análise quantitativa, seja na análise qualitativa, os resultados evidenciam que os estudantes, embora já consumissem o gênero HQ, ao longo das várias etapas propiciadas pelas atividades pedagógicas, foram capazes de se apropriar dos diferentes recursos verbais e visuais concernentes à arquitetônica do gênero HQ, a fim de concretizar projetos discursivos de maneira responsiva e autoral, expressando sua posição axiológica nas produções. ano aula Assumiuse Assumiu orientandose orientando seara textualinterativa interativa formação qualitativa Assim pesquisaação ação 1 analisadas Inicialmente depois experiência social quantitativa HQ pedagógicas

The teaching and learning of mathematics in sub-Saharan African countries is dominated by teacher-centred pedagogies rather than student-centred ones. Observations of mathematics teachers at two private schools in South Sudan confirmed such practices. This inspired the researchers to design an intervention to help six primary mathematics teachers shift their practices through problem-solving and mathematical discourse. Design-based research methods were implemented, and data were gathered using observations supported by video and audio recordings and field notes. The participants were selected using convenience sampling, and the data were analysed using Stephan's checklist of student-centred teaching as a framework. The findings revealed that initially, teachers were using tasks from textbooks, and the teachers themselves were engaged in solving the tasks while their students reproduced their actions. Additionally, all the teachers dominated classroom discussions. After the intervention, the teachers began to select tasks that could enhance learning through problem-solving and mathematical discourse among the students, shifting the teacher's role to facilitation as the students engaged in solving the tasks on their own. However, the shift in practice was highly dependent on the intervention, as the teachers' tasks were adopted from the workshop. CONTRIBUTION: This study contributes to the literature on student-centred mathematics teaching in sub-Saharan Africa by providing insights into the factors that enable or hinder teachers' adoption of student-centred approaches, and by suggesting ways to support teachers' professional development and learning within their own contexts.

BACKGROUND: Our article argues that the role of translingual instruction in mathematics classrooms is under-recognised in South Africa, as policymakers, teacher educators, teachers, learners, and parents assume that mathematics is just about numbers and calculations and not language. This is despite findings on the value of using children's familiar language resources in MacDonald (1991), code-switching for meaning-making in mathematics and science learning by Setati et al. (2002) and Probyn (2015), and the findings by Mbude (2019) on using isiXhosa for boosting mathematical and science skills. OBJECTIVES: The main aim of our article is to examine the role of the Languaging-for-Learning (L4L) project in fostering 'supportive teacher dispositions' to translanguaging and bilingual and multilingual education. We will accomplish this aim through description and analysis of one Grade 8 and Grade 9 mathematics teacher and her learners who participated in the project. METHOD: The study is a qualitative and interpretive linguistic ethnographic case study of a Grade 8 and Grade 9 mathematics teacher. The researchers used ethnographic methods to collect data and primarily draw on data transcribed from one of the video recordings of a lesson, fieldnotes of their classroom observations and still photographs from their classroom visits and L4L workshops. They used discourse analysis to interpret the data. RESULTS: The research findings point to the critical role that fostering supportive teacher dispositions to translanguaging can play in teacher development and in supporting learners' engagement and learning in multilingual mathematics classrooms. CONTRIBUTION: Our contribution to the field has been in demonstrating pluriversality in mathematics classrooms, showing how translanguaging enhances meaning-making and participation and helps to give voice to learners. CONCLUSION: Having multilingual resources, collaboratively building knowledge and resources and team teaching with teachers played a role in supporting the teacher's development in pedagogical translanguaging.

BACKGROUND: Scholars have identified the benefits of using African languages and bilingual approaches in South African education; at the same time, the dominance of language ideologies and systemic constraints work against the full implementation of bilingual education OBJECTIVES: This article tracks the early responses of the pre-service and in-service teachers in two intervention projects to the bi/multilingual pedagogies presented to them and their uptake in their pedagogy. METHOD: The study probes the responses of teachers who were comfortable with African language use in oral activities but did not yet take this up in reading and writing activities. Data from two focus group interviews in two research projects are analysed using critical discourse analysis. RESULTS: The use of African languages in written form posed a frontier yet to be breached by these teachers in their classroom practices. CONCLUSION: We argue that the dominant, entangled reasons for what we call the 'text frontier' in bilingual learning in South Africa are the following: the coloniality of literacy, linked to colonial language ideologies which position African languages as deficient vehicles of academic pursuit; the lack of bilingual learning materials; teachers' own experience with using African language texts in their education; and the pressure of monolingual standardised systemic assessments. CONTRIBUTION: Our work contributes to an understanding of how language and literacy ideologies impact pedagogy. The article concludes with an exploration of the implications of the text frontier for the use of African languages in education.

ABSTRACT This article explores the strategies employed by eleven teachers participating in a research project on literature didactics in Barcelona, Spain, focusing on multimodality in digital fiction works. Using a qualitative approach, it investigates the discourse of the subjects concerning the process of meaning-making and identifies interpretive challenges encountered in reading these works while developing didactic materials for classroom use. The analysis draws upon research on multimodality, intermediality, and digital fiction, utilizing video recordings of teachers’ meetings dedicated to discussing the reading of these works. The findings reveal strategies that emphasize the necessity of meticulous reading to discern the interplay between semiotic modes and analyze their functions within the works, as well as comparisons with other cultural systems. Additionally, the study uncovers challenges associated with the novel storytelling formats offered by the digital environment in the reading experience. Barcelona Spain approach meaningmaking meaning making use intermediality systems Additionally experience

RESUMO Neste artigo, discutem-se as estratégias utilizadas por onze docentes, participantes de um projeto de pesquisa em didática da literatura, desenvolvido em Barcelona, Espanha, o qual aborda a multimodalidade em obras de ficção digital. São examinadas, a partir de uma perspectiva qualitativa, falas dos sujeitos sobre o processo de produção de sentidos, bem como identificados os desafios interpretativos que emergem na leitura dessas obras durante a elaboração de dispositivos didáticos para uso em sala de aula. A análise se fundamenta em estudos sobre multimodalidade, intermidialidade e ficção digital, aplicados para examinar gravações em vídeo das reuniões de socialização dos docentes sobre a leitura das obras. Como resultados, foram identificadas estratégias relacionadas à necessidade de uma leitura detalhada para observação das relações entre os modos semióticos, à análise de seu papel na obra e ao cotejo com outros sistemas culturais. Também foi verificada, na experiência de leitura, a existência de desafios relacionados às novas formas de narrar proporcionadas pelo ambiente digital. artigo discutemse discutem literatura Barcelona Espanha digital examinadas qualitativa sentidos aula resultados semióticos culturais verificada

ABSTRACT The aim of this study is to analyse reformulation as a discursive strategy in the specific context of teaching and learning Portuguese, to contribute to the extant knowledge of the verbal interactions that take place in the classroom. To this end, we used the interactional sociolinguistics framework to analyse the conversational mechanism of reformulation, in a pedagogical context. More specifically, we look at the co-construction of the learning and teaching of European Portuguese, in two 5th grade classes, which total 44 students. Results show that reformulation occurs very frequently in the development phase of the lesson and is part of the verbal routines of the participants − teacher and students −, constituting a strategy of conversational involvement, which is fundamental for all linguistic understanding in pedagogical interactions. In class, reformulation aims to repair communicative problems, such as errors or misunderstandings, and to improve understanding of the meaning of texts for the effective learning of Portuguese as a mother tongue. classroom end specifically coconstruction co construction th classes 4 involvement class problems misunderstandings tongue

RESUMO O presente texto tem como objetivo analisar a reformulação enquanto estratégia discursiva no contexto específico de ensino-aprendizagem do Português, à luz do modelo da Sociolinguística Interacional. Pretende-se contribuir para o conhecimento das interações verbais que aí se desencadeiam. Adotando a perspetiva daquele modelo teórico, analisa-se o mecanismo conversacional de reformulação, em contexto pedagógico, na coconstrução da aprendizagem do Português Europeu, em duas turmas do 5.º ano de escolaridade, num total de quarenta e quatro alunos. Os resultados do estudo revelam que a reformulação ocorre com muita frequência na fase de desenvolvimento da aula e faz parte das rotinas verbais dos participantes - professor e alunos - na sala de aula, constituindo uma estratégia de envolvimento conversacional, fundamental para toda a compreensão linguística nas interações pedagógicas. Nas aulas, a reformulação visa reparar problemas comunicativos, como erros ou mal-entendidos, e melhorar a compreensão do sentido dos textos para uma efetiva aprendizagem da língua portuguesa enquanto língua materna. ensinoaprendizagem ensino Interacional Pretendese Pretende desencadeiam teórico analisase analisa pedagógico Europeu 5º º 5 escolaridade pedagógicas aulas comunicativos malentendidos, malentendidos mal entendidos, entendidos mal-entendidos materna

Abstract The paper seeks to establish a dialogue between Lev Vygotsky’s ideas on aesthetic education and the psychology of art and the book Ensinando literatura: a sala de aula como acontecimento [Teaching literature: the classroom as an event], written by Fabio Akcelrud Durão and André Cechinel. These authors coincide mainly in the rejection of other purposes (moral, cognitive etc.) for literature and in not conceding the specificity of the literary, which cannot become another discourse (even a pedagogical one). Another point of intersection is the proposal to promote, in the pedagogical context, an approach to the literary artefact that is at the same time direct and mediated. Finally, we attempt to unravel the paradox of taking a pedagogical approach to an object that can be defined as anti-pedagogical. Our argument culminates in a reflection on the political implications of such approaches. Vygotskys Vygotsky s literatura Teaching event, event , event] Cechinel moral, moral (moral etc. etc even one. one . one) promote context mediated Finally antipedagogical. antipedagogical anti pedagogical. anti-pedagogical approaches

Resumo O artigo busca colocar em diálogo as ideias de Liev Vigotski sobre educação estética e psicologia da arte e a obra Ensinando literatura: a sala de aula como acontecimento, de Fabio Akcelrud Durão e André Cechinel. Os autores se aproximam principalmente na rejeição a finalidades outras à literatura (morais, cognitivas, etc.) e na não concessão em relação à especificidade do literário, que não pode se converter em outro discurso (mesmo um dito pedagógico). Outro ponto de aproximação é a proposta de promover, no contexto educacional, um contato ao mesmo tempo direto e mediado com o artefato literário. Por fim, tentaremos destrinchar o paradoxo de abordar pedagogicamente um objeto que pode ser definido como antipedagógico. Nossa argumentação culmina em uma reflexão sobre os desdobramentos políticos de tais abordagens. acontecimento Cechinel morais, morais (morais cognitivas etc. etc literário pedagógico. pedagógico . pedagógico) promover educacional fim antipedagógico abordagens

Resumen El artículo busca poner en diálogo las ideas de Liev Vygotski sobre la educación estética y la psicología del arte y la obra Enseñanza de la literatura: el aula como evento, de Fabio Akcelrud Durão y André Cechinel. Los autores coinciden principalmente en rechazar propósitos distintos a los literarios (morales, cognitivos, etc.) y en no conceder la especificidad de lo literario, que no puede convertirse en otro discurso (ni siquiera pedagógico). Otro punto de abordaje es la propuesta de promover, en el contexto educativo, un contacto directo y mediado con el artefacto literario. Finalmente, intentaremos desentrañar la paradoja de abordar pedagógicamente un objeto definido como antipedagógico. Nuestro argumento culmina en una reflexión sobre las consecuencias políticas de tales enfoques. literatura evento Cechinel morales, morales (morales cognitivos etc. etc literario ni pedagógico. pedagógico . pedagógico) promover educativo Finalmente antipedagógico enfoques

Abstract Reading mediation interactions in Chile is predominantly reproductive and present limited cognitive challenge. Therefore, the objective of this research was to characterize the discursive interactions of reading mediation in various subjects of excellent primary education teachers. Regarding the methodology, the design was a descriptive and qualitative multiple-case study. The participants were 9 teachers from 6 educational institutions in La Araucanía, Chile, whose audio of their classes (27) were taped and analyzed according to their cycles and types of interactions: dialogic, IRF (Iniciation-Response-Feedback) or IRE (Iniciation-Response-Evaluation). Concerning the results, we identified a predominance of IRE cycles, but the interactions are significantly more dialogical than the previous evidence. challenge Therefore methodology multiplecase multiple case study Araucanía 27 (27 dialogic IniciationResponseFeedback Iniciation Response Feedback (Iniciation-Response-Feedback IniciationResponseEvaluation. IniciationResponseEvaluation Evaluation . (Iniciation-Response-Evaluation) results evidence 2 (2 (Iniciation-Response-Evaluation (

Resumen Las interacciones de mediación lectora en Chile son predominantemente reproductivas y presentan un limitado desafío cognitivo. Es por ello que el objetivo de la presente investigación fue caracterizar las interacciones discursivas de mediación lectora en diversas asignaturas de profesores de excelencia de educación primaria. En relación con la metodología, correspondió a un estudio de casos múltiples cualitativo y los participantes fueron 9 profesores de 6 establecimientos escolares de La Araucanía, Chile, cuyos audios de sus clases (27) grabamos y analizamos según sus ciclos y tipos de interacciones: dialógicas, IRF (Iniciación-Respuesta-Feedback) o IRE (Iniciación-Respuesta-Evaluación). En relación con los resultados, identificamos que existe un predominio de ciclos IRE, pero las interacciones son significativamente más dialógicas en comparación con las evidencias previas. cognitivo primaria metodología Araucanía 27 (27 IniciaciónRespuestaFeedback Iniciación Respuesta Feedback (Iniciación-Respuesta-Feedback IniciaciónRespuestaEvaluación. IniciaciónRespuestaEvaluación Evaluación . (Iniciación-Respuesta-Evaluación) resultados previas 2 (2 (Iniciación-Respuesta-Evaluación (

Abstract Teacher formation implies, beyond the implementation of technical competences, an effort to rethink pedagogical spaces and classroom practices. The purpose of this article is to present the findings of an investigation that aimed to analyze the pedagogical characteristics of a classroom practice from teacher trainers’ and student teachers’ conceptualizations in a School of Education of a Chilean university. A qualitative methodology with a descriptive-narrative approach was used with 149 participants (76 teachers and 73 student teachers) and the data were analyzed through content analysis. Results show that there is a consonance between teachers and student teachers regarding the importance of class organization; however, student teachers are more focused on the importance of a voice space where emotionality, creativity, and contextual reality must be considered in teacher training. A worrying finding is the emergence of a fragmented discourse between us (the teachers) and them (the student teachers), which questions the class as a pedagogical unit. implies competences practices trainers university descriptivenarrative descriptive narrative 14 76 (7 7 analysis organization however emotionality creativity training teachers, , unit 1 (

Resumen La formación del profesorado implica, más allá de la puesta en práctica de competencias técnicas, un esfuerzo por repensar los espacios pedagógicos y las prácticas de aula. El objetivo de este trabajo es presentar los resultados de un estudio que tuvo como objetivo analizar las características pedagógicas de una práctica de aula desde las conceptualizaciones de docentes formadores y estudiantes de pedagogía en una Escuela de Educación de una universidad chilena. Se utilizó una metodología cualitativa con un enfoque descriptivo-narrativo a 149 participantes (76 docentes y 73 estudiantes) y los datos se analizaron con la técnica de análisis de contenido. Los principales resultados indican que existe una consonancia entre docentes y estudiantes en cuanto a la importancia de la organización de una clase; sin embargo, los estudiantes están más centrados en la importancia de un espacio de voz donde la emocionalidad, la creatividad, y la realidad contextual deben ser consideradas en la formación de profesores. Un hallazgo preocupante es la emergencia de un discurso fragmentado entre un nosotros (los docentes) y ellos (los estudiantes), que cuestiona la clase como unidad pedagógica. implica técnicas chilena descriptivonarrativo descriptivo narrativo 14 76 (7 7 contenido embargo emocionalidad creatividad profesores estudiantes, , pedagógica 1 (