Actitudes, hábitos y prácticas lectoras en el aula entre estudiantes ecuatorianos de Maestría
DOI:
https://doi.org/10.35381/r.k.v7i1.1680Keywords:
Reading instruction, reading habit, reading promotion. (UNESCO Thesaurus).Abstract
El propósito de este estudio es determinar cómo las actitudes y hábitos de lectura personales de los estudiantes de maestría impactan en sus prácticas de instrucción en el aula. Se utilizó un cuestionario en línea para recopilar datos sobre los hábitos y actitudes de los participantes hacia la lectura en inglés. Solo el 24 % lee entre 30 minutos y más de una hora, un pequeño número de docentes (8) se consideran a sí mismos como lectores “devotos”, los maestros que valoran más la lectura son más propensos a utilizar estrategias de mejores prácticas. Sin embargo, los docentes que valoran menos la lectura tienden a compartir sus propias percepciones relacionadas a lectura y también recomiendan material de lectura a los estudiantes, y los docentes que leen por placer más de 30 minutos al día utilizan una mayor cantidad de prácticas de instrucción consideradas ser entre las mejores.
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