<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712022000100014</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i24.957</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prácticas docentes en la comprensión de múltiples textos en educación secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching practice in the comprehension of multiple texts in junior high school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Cordero]]></surname>
<given-names><![CDATA[Xóchitl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vega López]]></surname>
<given-names><![CDATA[Norma Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>24</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712022000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712022000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712022000100014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La comprensión de múltiples textos (CMT) o comprensión intertextual, es una de las principales habilidades de pensamiento de orden superior, como la selección, evaluación, integración y síntesis de información proveniente de múltiples textos y formatos. El objetivo del presente artículo fue describir las prácticas docentes (noción CMT, prácticas de enseñanza y evaluación) de la comprensión intertextual por modalidad educativa de los profesores de español en educación secundaria. El método utilizado fue cualitativo, de corte transversal exploratorio y un diseño de casos cruzados por modalidad de secundaria. La técnica de investigación utilizada fue la entrevista semiestructurada, aplicada a 19 profesores. A través de la técnica de análisis de contenido, los resultados muestran que los profesores de secundarias técnicas y privadas, aun cuando tienen una noción de la CMT, describen procesos de enseñanza concernientes a la comprensión de un solo texto. Referente a la enseñanza de la evaluación de las fuentes, la mayoría coincide en no realizar tal proceso debido al desconocimiento del tema y falta de tiempo o recursos necesarios en la institución. Estos hallazgos sugieren reflexionar acerca de las necesidades de formación del profesorado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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 (CMT notion, 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la lengua]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[profesores en servicio]]></kwd>
<kwd lng="es"><![CDATA[prácticas educativas]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[language teaching]]></kwd>
<kwd lng="en"><![CDATA[junior high school]]></kwd>
<kwd lng="en"><![CDATA[inservice teacher education]]></kwd>
<kwd lng="en"><![CDATA[educational practices]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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