Diagnosis of training needs in playful strategies for teaching reading in primary education
DOI:
https://doi.org/10.69821/constellations.v2i2.26Keywords:
Playful strategies, teacher training, reading instruction, primary education, educational diagnosisAbstract
Teaching reading in primary education faces significant challenges, especially in resource-limited contexts such as the Maritza Mena de Pérez State Primary School. This study aimed to diagnose the training needs of teachers in the use of playful strategies to strengthen reading instruction. A quantitative approach was used under a field design, applying a structured questionnaire to the 15 teachers at the school. The results revealed that more than 70% of the teachers lack training in playful strategies, although 86.7% recognize their effectiveness and 93.3% are interested in receiving additional training. However, 66.7% face difficulties in implementing these strategies, mainly due to a lack of resources. It is concluded that there is an urgent need to develop continuous training programs that equip teachers with the skills to use playful strategies, as well as to provide the necessary resources for their effective implementation in the classroom.
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