Teaching practice of the comprehension of multiple texts in junior high school

Abstract

Multiple-text comprehension (CMT) or intertextual comprehension is one of the main thinking skills of a higher order, such as the selection, evaluation, integration, and synthesis of information from multiple texts and formats. The aim of this article was to analyze the teaching practices (CMTnotion, teaching and evaluation practices) of intertextual comprehension by educational modality of Spanish teachers in junior high school. The method was qualitative, exploratory, cross-sectional, and with a cross-case design by junior high school modality. The research technique used was a semi-structured interview applied to 19 teachers. Through the technique of contents analysis, our results show that even when they have just a notion of CMT, teachers of technical and private junior high school describe teaching processes concerning the understanding of a single text. Regarding the teaching of the evaluation of the sources, most admit that they do not do this due to lack of knowledge of the subject and lack of the time or resources needed in the institution. These findings suggest the need to reflect on the training needs of teachers.