Práctica pedagógica de la lectura y formación docente

the aim of this study was to analyze the relationship that exists between the teach ing of reading and teacher training with a view to improving or changing the process of teaching and learning reading in elementary school education. the study was carried out with thirty teachers employed at the santa rosa bolivarian educational unit located in trujillo, venezuela. the methodology chosen was action research which was developed over four phases: 1) a diagnosis of the realities and needs of teachers in the area of teaching reading; 2) planning of activities, materials and teacher needs in the reading area; 3) action taken to improve or change the current situation; 4) evaluation of the steps taken to clear up problems and register achievements and difficulties. the qualitative analysis of the class observations, interviews, reading materials and video and sound recordings were subjected to a triangulation process to be codified and categorized. the conclusions we inferred from the results obtained are: a) a gradual and progressive approximation to a constructivist didactic of reading; b) construction of a theoretical framework of reference that defines and explains the reading process; c) redefinition of the role of the teacher as a reading facilitator.