Pedagogical beliefs about critical reading in the classroom: between knowing and doing
DOI:
https://doi.org/10.47212/rtcAlinin.3.225.3Keywords:
critical reading, pedagogical beliefs, literacyAbstract
The objective of this study was to identify teachers' pedagogical beliefs regarding critical reading. To do this, a methodological framework focused on the qualitative paradigm was used with a mixed design: phenomenological and ethnomethodological in order to contrast the thoughts and practices of the research subjects. Semi-structured interviews and class observations were carried out. With the information collected, a triangulation process was carried out between the categories proposed, the data generated and the authors. Theoretically, the research was based on Vygotsky (2010), Ausubel, et al. (1983), Willingham (2009, 2017), Solé (1998) and Cassany (2006) for critical reading, and in Fang (1996) and Borg (2011) for pedagogical beliefs. The results showed an inconsistency: although teachers have a fairly accurate notion of what critical reading is, this is not reflected in their pedagogical practices. It is concluded that it is necessary to update the curricula of teacher training institutions and implement continuous training plans; this responsibility falls on governments, which must formulate and execute public policies that ensure the quality of education that contribute to closing gaps.
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