Abstract

VILLALONGA-PENNA, María Micaela. Reading at High School and Reading at First Year Psychology. More and Less Experienced Teachers' Perspectives. Rev. colomb. educ. [online]. 2020, n.80, pp.53-74.  Epub Sep 16, 2021. ISSN 0120-3916.  https://doi.org/10.17227/rce.num80-9591.

How do first-year Psychology teachers conceive reading? Do they recognize differences between the ways of reading in high school and in college? These questions guided this research paper in which we approached the perspectives of teachers in the first year of the Psychology program of a public university on these issues. In this qualitative research with a grounded theory design we interviewed teachers with more than 15 and less than 10 years in their positions. We analyzed the interviews considering predefined preliminary categories, and we also took into account the emerging categories. The results showed differences in the conceptions of both groups of teachers about reading in academic and school contexts, in what they expect from their students as readers, and in the reasons they attribute to students' reading difficulties. Thus, according to the literature reviewed, teachers with more experience conceive dialogic reading practices; in contrast, teachers with less experience favor monological reading practices. While more experienced teachers believe that it is necessary to teach students to read at university and that it is necessary for teachers to reflect on their teaching practices, less experienced teachers tend to attribute students' reading difficulties to secondary school, and the teaching of necessary reading skills at the university to instances remedial in nature.

Keywords : reflexive reading; high schools; psychology; teachers; knowledge representation.

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