Remote literacy. The work of teaching across blackboards and screens
During the pandemic, a group of teachers and university researchers together with some primary school teams shared the challenge of recontextualizing well-known, face-to-face initial literacy teaching practices in remote instruction conditions and dual teaching or "bubbles". This article d...
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| Autores principales: | , , , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2022
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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10757 |
| Aporte de: |
| Sumario: | During the pandemic, a group of teachers and university researchers together with some primary school teams shared the challenge of recontextualizing well-known, face-to-face initial literacy teaching practices in remote instruction conditions and dual teaching or "bubbles".
This article describes and analyzes a didactic format focused on the teaching of the writing system in a didactic situations corpus where the students of the Pedagogic Unit write and read by themselves. This didactic format consists on regroupings targeting on remote short synchronous meetings, either individual or in small groups. The planning, revision, and necessary readjustments of didactic format were the result of a genuine dialogue built among researchers and school teams based on various records of their teaching practices and of children's own written productions and readings.
Those documents produced by the teachers as well as the recordings of the virtual encounters with them are the sources for the analysis. The conclusions attempt to reflect on the effects of the aforementioned didactic format on students, on teachers and the institution as a whole, and on families. |
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