The construction of an approach to develop reading comprehension in initial teacher training
Abstract
In this paper, we give an account of an innovative experience of teaching practice in the process of Initial teacher Training at Universidad Metropolitana de Ciencias de la Educación (UMCE). Our students exhibit a level of literal reading of the texts and do not reach an interpretative or a critical level. Thus, we aim at making a contribution to the development of reading comprehension competence in students of Initial Teacher Training programmes at UMCE. We take into account that this competence is cross-curricular to all subjects and is defined as a competence of the profile of the Bachelor in Education. To tackle the issue, a new Approach was proposed for the Development of Classroom Reading Comprehension (ECLA, in the Spanish acronym), which is he process and product of that experience. At the same time, the processes of teacher training and the school reality are articulated, through the analysis of the prescribed curriculum.
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