Reading Modalities of Teachers From La Araucanía, Chile: What Can We Learn From Their Teaching Practices?

Abstract

Even though pedagogical practices of reading mediation are essential for the development of reading, according to available evidence, in Chile they continue to be predominantly reproductive and are dominated by teacher discourse. Based on the above, the purpose of this research was to analyze the reading modalities found in the pedagogical practices of reading mediation of teachers of different disciplines in public schools in the Araucanía Region, Chile, in order to provide more evidence. In order to do this, 1.485 minutes of classes were videotaped, and 11 teachers and their episodes of reading modalities were analyzed. The methodology corresponded to a descriptive, qualitative and interpretative multiple case study. Among the results, we highlight that shared reading was the most common, although not all teachers take advantage of its expressive and motivational potential. In addition, teachers do not make explicit the benefits associated with the different reading modalities, so they are probably not fully aware of them. Finally, we present projections and implications for teaching.