A
qualitative study based on the reading-life histories of future
teachers
Extrapolating these data and
findings to other studies conducted to explore the reading itineraries of
trainee teachers, regardless of whether they are primary or secondary school teachers,
helps us to establish their reader profile, which offers a complicated but
challenging panorama. In contrast to what was believed, many of the future
mediators are not expert or competent readers. The self-image of their
itinerary as readers (childhood, adolescence and adulthood) affords us a
retrospective look that can help them build their own identity as
readers. As we said earlier the
results are not positive, in fact quite to the contrary, and they reveal an
important precariousness in the future teachers' backgrounds as readers. But
this has to make us question the early,processes of teacher training as a
possible means to reach success in their future mediation in reading.What it
does show in a convincing manner, however, is the difference that exists in the
ways of assessing reading, literature, how it is taught, children’s and
teenagers’ literature or the differences in the attitudes of an avid reader and
a reader as future mediators. There is an extremely varied universe between the
attitude of the former and that of the latter. For this reason, it is necessary
to point out, as has already done by others, that the personal reading and
literary identity of a teacher has a profound effect on his or her role as a
reading mediator.Summing up the data and the information that we have commented
on above, future teachers’ experience as readers, as well as their capacity to
make contact with literary texts in the classroom more dynamic, are some of the
new challenges looming on the horizon and which researchers in literary
education will have to get to grips with.
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