Discursive Interactions of Reading Mediation of Primary Education Teachers of Excellence in Different Disciplines: What Can They Contribute to Teaching Practices? : ¿Qué pueden aportar a las prácticas pedagógicas?

Abstract

Reading mediation interactions in Chile is predominantly reproductive and present limited cognitive challenge. Therefore, the objective of this research was to characterize the discursive interactions of reading mediation in various subjects of excellent primary education teachers. Regarding the methodology, the design was a descriptive and qualitative multiple-case study. The participants were 9 teachers from 6 educational institutions in La Araucanía, Chile, whose audio of their classes (27) were taped and analyzed according to their cycles and types of interactions: dialogic, IRF (Iniciation-ResponseFeedback) or IRE (Iniciation-Response-Evaluation). Concerning the results, we identified a predominance of IRE cycles, but the interactions are significantly more dialogical than the previous evidence.