In-Service teacher training in UDL and action research for the development of reading competence in early Childhood and Primary Education
DOI:
https://doi.org/10.55777/rea.v18i36.8025Keywords:
education for all, equal educational opportunities, Dialogic Literary Circles, Reading in Pairs, Reading MentorshipAbstract
The aim is to describe a training process in-service teacher training, following an action-research cycle, focused on improving teaching practices for the development of reading competence in Early Childhood and Primary Education through Universal Design for Learning (UDL). A faculty of 14 teachers from a rural school in the province of Castelln (Spain) participated in the process. The training, conducted during the 2024/2025 academic year, had a total duration of 30 hours. The training objectives were: a) To learn about different methodological strategies that promote students' reading competence; b) To understand the foundations and implementation framework of UDL; and c) To initiate and systematize a process of reflection and improvement of one's own teaching practice. The training proposal incorporated the use of: PractiDUA (a practical guide for addressing UDL through learning stations), PlaniDUA (a self-assessment tool to evaluate the extent to which UDL guidelines and considerations are implemented), and ReviDUA (a tool that facilitates the systematization of an action-research process focused on a selected teaching practice). The training concluded with two pedagogical faculty meetings where the practices of reading in pairs, dialogic literary gathering, and reader sponsorship were presented.
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