Reading comprehension and video analysis: evaluation of didactic interventions in dual teacher education

Abstract

The teaching of reading remains a major concern, especially as a competence linked to access to information and to progress in critical and autonomous learning. This article presents an investigation on the didactics of reading comprehension, as pedagogical knowledge, in a Primary Education Degree. This case study addresses the need to teach the most complex processes of reading. The exploratory research on the teaching practice with video analysis in a dual-system contains the study of 410 units. The analysis allows us to verify the adequacy of the use of video in processes with a specific orientation training for pre-service teachers (DFI). The results show the acquisition of didactic strategies and the evidence of a main difficulty: the development of a dialogue for inferential understanding and critical evaluation in the classroom. The presentation of these issues by DFIs does not always occur clearly. We therefore conclude that the designed category system is effective for evaluating the video intervention sequences in the classroom.