Las preguntas del docente en la interacción didáctica.
Fecha
2016
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
Resumen
Descripción
El presente artículo está basado en una investigación de tipo cualitativa cuyo
tema principal es “las interacciones discursivas en el aula universitaria”.
En dicha investigación la pregunta central es por “el uso que hacen los docentes
de la interrogación en la clase universitaria”. Caracterizar los tipos de interacción que
se establecen entre docentes y estudiantes a través del uso que hacen los primeros
de la interrogación y establecer relaciones ente los modos de preguntar del profesor
y sus concepciones acerca del contenido y los procesos de enseñanza y aprendizaje,
son los objetivos principales.
Se trata de un estudio descriptivo/interpretativo/explicativo, empleando una metodología
cualitativa, un proceso inductivo, si bien aparece un marco teórico previo.
Sintéticamente, cuando los profesores dicen sentirse más seguros con los contenidos
(docentes expertos), suelen formular preguntas con mayor facilidad con la
intención de generar un dialogo genuino con los estudiantes en sus clases. Quiénes
poseen menos experiencia, suelen trabajar con una modalidad más expositiva, casi sin
formular preguntas ni abrir demasiado el espacio para las preguntas de sus estudiantes.
Pero no interesa que el docente “pregunte mucho” sino que pregunte de manera
“provechosa” a los fines de la enseñanza y el aprendizaje.
This article is based on a research of qualitative type whose main theme is “discourse interactions in the University classroom”. In this research, the central question is “the use that make teachers in polling in the University class”. It is: characterize the types of interaction established between teachers and students through the use that make the first polling and establish relations between modes of ask the Professor and his ideas about the content and processes of teaching and learning. It is a study descriptive/interpretative/explanatory, using a qualitative methodology, an inductive process, even though is a prior theoretical framework. In summary, in those classes where teachers say they feel safer with the contents (educational experts), tend to ask questions more easily with the aim of creating a genuine dialogue with the students. In those classes where teachers have less experience, they tend to work with a more expository manner, almost without questions or open space for students questions too. But not interested in the teacher “ask much” that ask of “win-win” way for the purposes of teaching and learning.
This article is based on a research of qualitative type whose main theme is “discourse interactions in the University classroom”. In this research, the central question is “the use that make teachers in polling in the University class”. It is: characterize the types of interaction established between teachers and students through the use that make the first polling and establish relations between modes of ask the Professor and his ideas about the content and processes of teaching and learning. It is a study descriptive/interpretative/explanatory, using a qualitative methodology, an inductive process, even though is a prior theoretical framework. In summary, in those classes where teachers say they feel safer with the contents (educational experts), tend to ask questions more easily with the aim of creating a genuine dialogue with the students. In those classes where teachers have less experience, they tend to work with a more expository manner, almost without questions or open space for students questions too. But not interested in the teacher “ask much” that ask of “win-win” way for the purposes of teaching and learning.
Palabras clave
Interacción, Didáctica, Discurso, Interrogación, Clase, Interaction, Didactics