“What do I recommend reading and why?” Reading preferences of Primary and Early Childhood Education teachers in training

Abstract

This research analyzes the reading preferences of students of early childhood and primary education based on the literary books that they consider having had an impact on them and have served to create their reading identity. The general objective is to analyze the set of selected literary works to determine whether they belong to adult, children’s or youth literature, the textual genre, and the functions for which the participants recommend their reading. A descriptive quantitative methodology is applied. The results show a clear preference for reading narrative genres, with a greater presence of detective and mystery novels, romance, and social novels. The predominant functions for which the participants suggest their reading are evasive, affective, social, educational, and axiological. These results show the need to implement measures to improve the reading and literary training of these future teachers, to promote reflection on the concept of reading that they transmit, and to develop a critical analysis of the educational potential of literature.