Reading relating multiple voices: Perspectives and practices in Psychology reading
In this research we aim at describing the reading practices in a specific subject of first year grade in a Psychology course at a state university in Argentina. To this end, we conducted a qualitative study with grounded theory design. Teachers of a subject of first year in Psychology course were in...
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| Format: | article |
| Sprache: | Spanisch |
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2021
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| Online-Zugang: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3070 http://hdl.handle.net/20.500.11968/4290 |
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| Zusammenfassung: | In this research we aim at describing the reading practices in a specific subject of first year grade in a Psychology course at a state university in Argentina. To this end, we conducted a qualitative study with grounded theory design. Teachers of a subject of first year in Psychology course were interviewed and we observed their practical class works. The interviews and observations were transcribed and then analyzed taking into account the categories described and those emerging from the reviewed literature. We found that teachers of this subject declared that in the reading practices they tend to relate multiple voices: the voices of authors' texts and the ones cited by the authors, those that are the teacher's explanations and what the students understand. In line with these perspectives, classroom reading practices are organized around discursive multiplicity: the texts on which they worked with, the teacher's explanations about what is read, the students' interventions to express doubts or comments on what they understood. In sum, we appreciate not only a continuity between what teachers conceive as reading practice in this subject and what they do in the classroom, but also that the perspectives and practices around reading tend to be predominantly dialogic. |
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