Search

The reading competence is essential in all personal, social and academic fields. Therefore, the reading comprehension and reading habits are also key in the educational context, where teachers' concerns about the results of students’ assessments and the reality of the classroom frequently arise. One way to respond to these concerns is to build a School Reading Plan to change daily practices. For this to happen, it is crucial that teachers receive an ongoing training, and this article presents a Reading Plan training program carried out in a school. A theoretical framework and an explanation of the process experienced in a school in Vitoria-Gasteiz are presented in this paper, as well as a decalogue including guidelines to guide other schools in their own Reading Plan designs. [ABSTRACT FROM AUTHOR]

This paper studies the training process performed by several primary teachers. The analysis of such training is the main line in this paper, together with the in-class activity. The project focuses on the teaching of literature; precisely, on verbal interactions that emerge in the classroom when working with illustrated books. Part of the training consisted in self-confrontation interviews, where the teachers visualized their lessons and have reflected on their practice. The results obtained from the aforesaid interviews have suggested that there has been an evolution between different self-confrontations; for example, the teachers moved from an external look into an internal one, where the practice is analysed from the internal prism of the author. [ABSTRACT FROM AUTHOR]

Through this article, the reading is analyzed and more specifically the reading of the story, in the academic knowledge of teaching students and future primary teachers. For this purpose, an action research has been carried out at the University of the Basque Country UPV-EHU among the students of the second year of Primary Teaching during the first four-month period of the academic year 2015-2016. This action research concerns the setting up of the place that should occupy the reading of the story as cultural practice, in the curriculum of the initial training of future teachers of this stage of education. [ABSTRACT FROM AUTHOR]