Publication: Preparando a futuros profesores para dar clase online: Usando cuentos para enseñar inglés y literacidad visual
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2020
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Con la crisis de salud de COVID-19, las clases de todo el mundo cambiaron su formato de presenciales a clases a distancia. Sin embargo, la enseñanza tradicional presencial debe actualizarse para mejorar su formación pedagógica a través de la red. Se debe enseñar a los futuros profesores habilidades esenciales para enseñar a distancia y ejemplos de qué enseñar, cómo formar no solo literacidad escrita, sino también literacidad visual y cómo administrar estas lecciones online. Además, a medida que las imágenes y su retórica se vuelven más frecuentes en la sociedad actual, la necesidad de incluir esas lecciones en las unidades didácticas de los estudiantes de educación primaria y secundaria. La literacidad escrita siempre ha sido un objetivo principal de la educación, pero a los estudiantes también se les debe enseñar cómo comprender la gramática visual e incluir estas actividades de trabajo visual. Un cuestionario fue compartido con los estudiantes de Educación de la Universidad Complutense de Madrid para medir sus experiencias y percepciones sobre los libros ilustrados. Resultados de este cuestionario serán usados para diseñar un plan de intervención para enseñar a los estudiantes cómo usar libros que promueven el desarrollo del carácter y el cambio social en el centro de sus planes de unidad, incluidas actividades que producen lenguaje auténtico y literacidad visual. Este objetivo de crear comunicación, tanto escrita como visual, preparará mejor a sus estudiantes para el futuro. Este estudio cuantitativo y cualitativo incluirá un proyecto con estudiantes de la Escuela de Educación de la UCM que imparten cursos de enseñanza en línea en inglés a estudiantes de tercer, cuarto y quinto grado y se centrarán en el vocabulario y la retórica visual. Las conclusiones darán una idea de cuáles son las habilidades de la enseñanza online más necesarias y las experiencias y percepciones de los estudiantes de educación.
With the COVID-19 Health crisis, classrooms around the world moved online. However, traditional face-to-face teaching must be modified to provide effective pedagogy on the web. Future educators must be taught essential skills for distance education and examples of what to teach: not just written literacy, but also visual literacy and how to manage these lessons online. As pictures, and their rhetoric, become more prevalent in today’s society, they need to be included in the lessons for students in both primary and secondary education. Written literacy has always been a major objective of education, but students must also be taught how to include visual grammar and the creation of visual literacy in their online unit plans. A questionnaire shared with student teachers focused on their experiences with and perceptions about picture books. Results from this survey will be used to design an intervention plan to teach education students at the Complutense University-Madrid how to use picture books that promote character development and social change at the heart of their unit plans, including activities which produce authentic language and visual literacy. This goal of creating communication, both written and visual, will better prepare their students for the future. This quantitative and qualitative study will include a project with UCM School of Education students teaching English online literacy courses to third, fourth, and fifth graders and focusing on vocabulary and visual rhetoric. The conclusions will give insight into which online teaching skills prove to be the most effective and information about the experiences and perceptions of the pre-service teachers.
With the COVID-19 Health crisis, classrooms around the world moved online. However, traditional face-to-face teaching must be modified to provide effective pedagogy on the web. Future educators must be taught essential skills for distance education and examples of what to teach: not just written literacy, but also visual literacy and how to manage these lessons online. As pictures, and their rhetoric, become more prevalent in today’s society, they need to be included in the lessons for students in both primary and secondary education. Written literacy has always been a major objective of education, but students must also be taught how to include visual grammar and the creation of visual literacy in their online unit plans. A questionnaire shared with student teachers focused on their experiences with and perceptions about picture books. Results from this survey will be used to design an intervention plan to teach education students at the Complutense University-Madrid how to use picture books that promote character development and social change at the heart of their unit plans, including activities which produce authentic language and visual literacy. This goal of creating communication, both written and visual, will better prepare their students for the future. This quantitative and qualitative study will include a project with UCM School of Education students teaching English online literacy courses to third, fourth, and fifth graders and focusing on vocabulary and visual rhetoric. The conclusions will give insight into which online teaching skills prove to be the most effective and information about the experiences and perceptions of the pre-service teachers.
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• Callow, Jon. The Shape of Text to Come: How Image and Text Work. Primary English Teachers Association of Australia (2013)
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• Vai, M., Sosulski, K. (2016). Essentials of Online Course Design. New York: Routledge, https://doi-org.ezp.slu.edu/10.4324/9781315770901