Can the quality of a school be greater than the quality of its teachers?A case of early grade reading skills in Ugandan refugee context

  1. Mónica Fontana 1
  2. Martín Ariapa 2
  3. Gillian Atuheire 2
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Instituto de Educación Superior Luigi Giussani
Revista:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Año de publicación: 2020

Volumen: 72

Número: 4

Páginas: 43-60

Tipo: Artículo

DOI: 10.13042/BORDON.2020.83295 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Bordón: Revista de pedagogía

Resumen

Como se puso de manifiesto en el Plan de Respuesta Educativa de Uganda de 2018, los niveles de lectura en las comunidades de acogida de refugiados están muy por debajo del promedio nacional. El informe de 2018 de la Evaluación Nacional para el Progreso en Educación ha destacado ciertas dificultades de los profesores en algunas áreas del lenguaje. Como consecuencia, una posible explicación del bajo rendimiento persistente de los estudiantes en la lectura puede deberse al hecho de que los propios profesores carecen de la necesaria comprensión del constructo lingüístico. Por ello, se ha desarrollado e implementado una formación basada en la evidencia para maestros de escuelas primarias con el objeto de ayudarles a fomentar las habilidades lectoras de los alumnos. El propósito de este artículo es analizar si los alumnos cuyos maestros participaron en la intervención basada en evidencia tienen mejores habilidades lectoras que aquellos cuyos maestros no participaron. MÉTODO. Se adoptó un diseño cuasiexperimental de preprograma/posprograma que contó con 2 escuelas, 24 maestros (12 por escuela) y 297 estudiantes (157 de tratamiento y 140 de control) en el asentamiento de refugiados de Palabek (Uganda). RESULTADOS. Los resultados muestran que las habilidades de lectura de los estudiantes cuyos maestros participaron en la intervención mejoraron significativamente en comparación con los del grupo de control. En concreto, las habilidades de lectura de los estudiantes mejoraron significativamente en las áreas de conocimiento del sonido de las letras, conocimiento de segmentación y decodificación de no palabras, y ligeramente en lectura y comprensión de pasajes orales y vocabulario en inglés. DISCUSIÓN. Este estudio permite apoyar la hipótesis vinculada al efecto Peter (nadie puede ofrecer aquello de lo que carece) y plantea la necesidad de que el Ministerio de Educación y Deportes se replantee la formación necesaria de sus profesores.

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Fuente de los datos: Dialnet