Browsing by Autor "Susana Claro"

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Organización de la formación práctica de futuros docentes de educación primaria en Chile: estudio exploratorio desde las universidades
(2019) Rosario Rivero; Veróníca Arancibia; Susana Claro; Francisco Lagos; Constanza Hurtado
Practical professional experience is a central component of initial teacher training. However, there is a dearth of evidence regarding the quantity, intensity, and quality of this practical component, in Chile. Using a mixed methods approach, this paper quantifies and analyses how this practical component is organized in 70% of the higher education institutions that train primary school teachers in Chile. The results show, first and foremost, that all universities include a practical component in their curriculum, but there are significant differences among universities in terms of the number of courses, hours, and organization of these experiences, and secondly, these differences are associated with institutional characteristics such as accreditation. This study's instruments and results will contribute to this field, through guiding improvement processes as well as the development of indicators that could be used to evaluate the intensity and quality of the practical component in teacher training programs, ultimately increasing the demands of accreditation processes.
Reading Achievement of Chilean Second-Grade Students after Covid-19
(2025) Susana Claro; Pelusa Orellana; Juan Pablo Valenzuela; Dominga Fantoni
Background: Low levels of reading comprehension have remained persistent in South America, as evidenced by third-grade results from the ERCE. A deeper understanding of the underlying reading subprocesses is essential to addressing reading comprehension lags in the region. Methods: We conducted a diagnostic study to assess the reading skills of a representative sample of Chilean second-grade students from a large metropolitan area. Results: for 60% of students reading comprehension was below the level expected by the end of first-grade. These results cannot be explained by language comprehension alone, since most of those students (63%) had above second grade listening comprehension skills. Instead, low reading comprehension levels seem to be more strongly associated with deficits in frequent word recognition and vocabulary knowledge. Specifically, 88% and 58% of these students, respectively, performed below end-of-first-grade levels. Conclusions: strengthening these specific reading subprocesses is crucial to prevent comprehension deficits as reading tasks become more complex.