Los hábitos lectores de los futuros maestros y maestras y el fomento de la lectura en la escuela

Content Provider	Semantic Scholar
Author	Alonso, Cristina Granado Gutiérrez, María Puig Rodríguez, Carmen Romero
Copyright Year	2011
Abstract	School is a suitable scene for readers education, not only because it is the institution in charge of reading skills development of children, but also because, for a large part of these children, the school is the only opportunity to discover the possibilities of personal, social, moral development and of pleasure and leisure that reading offers. Now well, if reading motivation is contagious largely by emulation, reading promoters can not be anything but readers who can communicate their enthusiasm; the personal relationship of teachers with reading can be a determining factor in their professional attitude toward reading motivation practices in classrooms and in school. Our work in teacher training and data on young people reading habits in our country led us to question about our prospective teachers reading habits, who someday should encourage the love for the reading among their students. In order to know such habits, all student teachers who finished their studies in three Andalusian public universities were surveyed. Results show that these subjects have a very weak relationship with reading: they are unusual and immature readers, who frequent little variety of texts, do not value the books very much and overestimate their reading practices, they use the libraries scarcely and do an fundamentally intrumental use of reading. These data lead us to reflect on how this reader profile can affect reading education of children and to consider the need to promote reading habits among prospective teachers as a target of their initial training.
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://idus.us.es/xmlui/bitstream/handle/11441/66057/Los_habitos_lectores_de_los_futuros_maestros_y_maestras_y_el_fomento_de_la_lectura_en_la_escuela.pdf?isAllowed=y&sequence=1
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article