Early Literacy Teaching Strategies in Six Multigrade Schools in Honduras: A Cases Study

Authors

DOI:

https://doi.org/10.5377/paradigma.v28i45.11736

Keywords:

multi-grade schools, meaningful learning, Communicative Approach, early literacy strategies, teacher’s role, student’s role

Abstract

To know the pedagogical practices implemented in five multi-grade schools that surpassed the national median on the external performance test in 2016, a qualitative, descriptive cases study was conducted. To collect the data interviews, class observations, and lesson plan analyses were executed. The study reports that teachers employed strategies that were adapted to the multi-grade classroom, having as a framework daily planning of lessons, permanent teacher training, and the use of resources and materials provided by the Secretariat of Education. Since strategies used by teachers are not generally designed for the multi-grade setting, it can be implied that their use is a significant factor that played an important role in the results obtained on the end of the year performance test. Furthermore, teacher commitment to receive training and their use of the official materials can also be considered relevant factors in the performance achieved by the students.

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Author Biographies

Gloria Ester Ulloa Cáceres, Universidad Pedagógica Nacional Francisco Morazán

Docente de la carrera de Inglés de la UPNFM, actualmente Coordinadora del Centro de Idiomas. Magíster en Lingüística y Doctora en Retórica y Composición por la Universidad de Southern Illinois. Ha coordinado varios proyectos, entre ellos proyectos de capacitación para la enseñanza de la Lectoescritura, y actualmente dirige proyectos de capacitación en la enseñanza del inglés en escuelas públicas de Santa Bárbara.

René Antonio Noé Martínez, Universidad Pedagógica Nacional Francisco Morazán

Docente de educación Básica desde 1991. Director de centros educativos bilingües, administrador educativo y profesor en la UPNFM desde 1996. Doctor en Desarrollo Profesional e Institucional para la Calidad Educativa y Diplomatura en Docencia Universitaria e Investigación Cualitativa por la Universidad de Barcelona (2003). Magíster por la Southern Illinois University at Carbondale, IL, USA en Curriculum Especialidades en Tecnología Instruccional y Diseño Instruccional (2005). Investigaciones en Evaluación de Aprendizajes, Competencias en Enseñanza de la Gestión Educativa, Género y Formación del Profesorado, Género y Legislación en Honduras, Dificultades del Doctorando al Escribir su tesis doctoral.

Gustavo Adolfo Gonzales Cáceres, Universidad Pedagógica Nacional Francisco Morazán

Originario de la ciudad de El Paraíso, El Paraíso. Maestro de Educación Primaria egresado de la Escuela Normal España de Villa Ahumada, Danlí en el 2010. Profesor en la Enseñanza del Español en el grado de licenciatura en la Universidad Pedagógica Nacional Francisco Morazán (UPNFM, 2014). Máster Universitario en la Enseñanza del Español como Lengua Extranjera en la Universidad de Extremadura, España, 2017. Desde 2017 docente de la UPNFM en el Departamento de Letras y Lenguas, actualmente Coordinador de carrera (Enseñanza del Español) en Centro Regional de Juticalpa, Olancho. Docente de la Universidad Tecnológica de Honduras (UTH) Campus Juticalpa, donde se encuentra cursando el Doctorado en Administración Gerencial, en convenio con la Universidad Internacional (UNINTER), México.

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Published

2021-06-24

How to Cite

Ulloa Cáceres, G. E., Noé Martínez, R. A., & Gonzales Cáceres, G. A. (2021). Early Literacy Teaching Strategies in Six Multigrade Schools in Honduras: A Cases Study. Paradigma: Revista De Investigación Educativa, 28(45), 9–36. https://doi.org/10.5377/paradigma.v28i45.11736

Issue

Vol. 28 No. 45 (2021)

Section

Articles

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