Towards an improvement in Reading Comprehension. Study of the Perceptions of Teachers and Managers in Antofagasta

Abstract

In this research, we explore the perceptions and knowledge of teachers regarding the development of the reflective dimension of reading comprehension in students, as well as the support provided by the school administration teams. A methodological design of action research with a qualitative approach was used, recruiting 15 participants, including teachers who teach language in elementary education and members of the pedagogical technical unit from three educational institutions in the city of Antofagasta, Chile. Questionnaires and individual interviews were conducted, revealing that reflective ability is considered essential for reading comprehension, promoted by teachers through various strategies and supported by resources provided by the school administration. However, challenges that hinder the full development of this ability are mentioned, such as time limitations, curricular coverage, and special educational needs.  Additionally, discrepancies in the support provided by the pedagogical technical unit and the need for cross-disciplinary training were identified. These findings suggest the urgency of fostering more collaborative work among teachers and more effective support from the school administration, framed within guidelines focused on developing such ability. Therefore, this research not only seeks to highlight these issues, but also to propose teacher development focused on reflective ability.