Leer para pensar creativamente (el COVID-19). Relaciones entre lectura y creatividad en maestros en formación

  1. Martín Ezpeleta, Antonio León 1
  2. Fuster García, Carlos 1
  3. Vila Carneiro, Zaida 2
  4. Echegoyen Sanz, Yolanda 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

Revista:
RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

ISSN: 0213-8646,  2530-3791

Año de publicación: 2022

Título del ejemplar: Pensamiento creativo y crítico a través de la lectoescritura en la era digital : desafíos en la formación del profesorado

Volumen: 36

Número: 97

Páginas: 171-190

Tipo: Artículo

DOI: 10.47553/RIFOP.V97I36.3.96581 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

Objetivos de desarrollo sostenible

Resumen

The objective of this work is to analyze the correlation between the perception of creativity in the scholarly domain of 316 teachers in training, the creative flexibility shown by their final products (video-reviews) of a transdisciplinary didactic sequence implemented in three subjects from the sociolinguistic field. (Language/Literature and Geography/History), and its conceptualization of reading. The didactic sequence was structured by the critical reading of the novel Ensayo sobre la ceguera (“Assay on blindness”), by José Saramago (1995) and the reflection around it in relation to the situation experienced during the confinement in 2020 due to the pandemic generated by COVID-19. This aimed at enriching these teachers in training’s conceptualization of reading, which was evaluated with a pretest-posttest. There were significant correlations between the level of reflection shown and creative flexibility of the products, but not between creative flexibility and the self-perception of creativity or their relationship with academic reading. Results show a poor conceptualization of reading, which has been stimulated from the didactic sequence with the clear revaluation of the reflective-didactic use of literary texts, with statistically significant differences between pretest and postest. All this indicates the educational performance of the educational proposal and the relevance of insisting on transdisciplinary approaches uniting critical reading and creativity in a natural and effective way.

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Fuente de los datos: Dialnet