“¿Qué recomiendo leer y por qué?” Preferencias lectoras del profesorado de Educación Infantil y Primaria en formación

Abstract

Esta investigación explora las preferencias lectoras de estudiantes de los Grados de Educación Infantil y Primaria, a partir de las obras literarias que consideran que les han marcado y servido para crear su identidad lectora. El objetivo general es analizar el conjunto de las obras literarias seleccionadas para determinar su pertenencia a la literatura de adultos, infantil o juvenil, al género textual y las funciones por las que los participantes recomiendan su lectura. Se emplea una metodología cuantitativa de corte descriptivo. Los resultados muestran una clara predilección por lecturas del género narrativo, con mayor presencia de novelas detectivescas y de misterio, románticas y sociales. Las funciones predominantes por las que los participantes sugieren su lectura son la evasiva, afectiva, social, educativa y axiológica. Estos resultados revelan la necesidad de implementar medidas de mejora en la formación lectora y literaria de estos futuros maestros y maestras, promover la reflexión sobre el concepto de lectura que transmiten y desarrollar análisis críticos sobre las potencialidades educativas de la literatura.

Dimensions of reading: a study of the beliefs of language and literature preservice teachers

“…The results demonstrate that future teachers define reading based on its functional facet (71%), followed by the cognitive facet (25%), and lastly, the social facet (4%). These results align with the findings by Álvarez-Álvarez and Diego-Mantecón (2019) and Míguez-Álvarez et al (2023) , where it is evident that future primary school teachers tend to approach reading and literature from an instrumental perspective, as they seldom engage in regular reading practices or derive personal enjoyment from it. This reflects that prospective teachers have not integrated reading as a regular practice but rather approach it as tools to accomplish specific tasks in their academic work.…”

“…The metaphor of “broadening one’s perspective” alludes to the concept of gaining access to knowledge, a circumstance that would be facilitated by reading, as it enables an acquaintance with various perspectives and viewpoints, ultimately fostering a deeper learning experience. Nevertheless, this notion is limited as it refers to an instrumental approach to reading and literature, pointed out by Míguez-Álvarez et al (2023) . Most of the identified evaluations are primarily associated with the potential that reading offers for learning; therefore, it can be inferred that preservice teachers reading activity mainly occurs in academic environments.…”