La formación docente desde el análisis de una situación didáctica sobre el campo de la lengua en la práctica preescolar

Abstract

Research carried out in the preschool classroom from the perspective of Socio[1]Discursive Interactionism (SDI).The objective of this work was focused on studying teaching practice by analysing teaching strategies that favour communication skills in children, taking as a reference a text of scholarly scientific dissemination, in order to analyse what and how to teach specific information from planning a didactic situation with emphasis on instructions. The methodology consisted of planning of a didactic situation and its implementation; teacher interviews and cross analysis of classroom work videos. Regarding the results, we were interested in learning how to activate and promote new knowledge to advance the communication skills of children when explaining from reading books; the challenges faced allowed us to observe phenomena of language activity important in the development of children that we had not considered. We note the relevance of the speech automatism activity that occurred when working with the children. This allowed us to understand the direct relationship between the dialogic processes and capacities of children and the limitations they faced in responding to the instructions. Identifying and studying from the perspective of Socio-Discursive Interactionism made it possible to advance in the analysis of teacher training and practice from a vision centered on observation and dialogue on how content is effectively presented and learned by students in the specific situation of a class.