Profile features of expert elementary school reading comprehension teachers working within a problem solving model

Abstract

The results of this research was aimed at identifying the most relevant features of expert teachers profile who works for improving reading comprehension level from a solving problem perspective. The study was conducted from a qualitative approach under the phenomenology approach. The participants were two teachers who work in a primary school. They were selected by their colleagues as they have shown their expertise in solving problem teaching model. Interviews and classroom observations were conducted to deeply understand the way they teaching and evaluating practices. The results showed three main traits that stand in their learning strategies: constant and incentive reflective thought exercise, application of Socratic Method and graphics support materials to help students understanding. Conclusions and suggestions for further research address to consider problem solving as model to be considered for developing more and better reading skills