Teaching practices for access to written culture in multi-grade groups
DOI:
https://doi.org/10.62452/352gza65Keywords:
Teaching practices, written culture, teaching resources, educational projects, multi-grade schoolAbstract
This research analyzes the importance of teaching practices for access to written in multi-grade primary education groups at the elementary level. In this context, the conditions and practices carried out by the teachers who serve these groups are decisive for the development of basic skills such as written lenguaje. The study was conducted in two groups of multi-grade primary schools in Villa Hidalgo, San Luis Potosí, México. Its purpose is to present the results of a methodological proposal that leads to strengthening teaching practices related to written culture. To this end, action research was used, employing qualitative tools such as observación, interviews, and teacher narratives. In the first phase, a diagnosis of teaching practices in multi-grade contexts was conducted, which served as the basis for implementing the second phase: a pedagogical intervention. This intervention consisted of a course-workshop for teachers to design and implement five writing projects in the selected groups, thus strengthening the approach to written culture in multi-grade groups. The results of the intervention phase show that it is possible to improve teaching practices in multi-grade settings through ongoing training and support. It is concluded that it is important to use teaching practices that integrate reading and writing, with diverse and contextualized resources, as well as active teacher intervention through support and mediation.
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