LA LECTURA LITERARIA A TRAVÉS DE LOS OJOS DE LOS FUTUROS MAESTROS. UN ESTUDIO DE COMPARATIVO ENTRE EL ALUMNADO DE 1° Y 3° DEL GRADO DE MAESTRO DE EDUCACIÓN PRIMARIA DE LA UNIVERSITAT DE BARCELONA.

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Title:	LA LECTURA LITERARIA A TRAVÉS DE LOS OJOS DE LOS FUTUROS MAESTROS. UN ESTUDIO DE COMPARATIVO ENTRE EL ALUMNADO DE 1° Y 3° DEL GRADO DE MAESTRO DE EDUCACIÓN PRIMARIA DE LA UNIVERSITAT DE BARCELONA.
Alternate Title:	LITERARY READING THROUGH THE EYES OF FUTURE TEACHERS. A COMPARATIVE STUDY BETWEEN 1ST AND 3RD YEAR STUDENTS OF THE BACHELOR'S DEGREE "PRIMARY EDUCATION TEACHER" OF THE UNIVERSITY OF BARCELONA.
Authors:	Ochoa Lumbreras, Marta¹ marta.ochoa@ub.edu
Source:	Contextos Educativos. 2026, Issue 37, p31-50. 20p.
Subject Terms:	Children's literature, Primary education, Higher education, Comparative studies, Teacher attitudes, Educators, *Teacher educators, Oral interpretation
Abstract (English):	Literary reading plays a fundamental role in the classroom as a didactic instrument that favours academic learning and individual and social development of students. Teachers have the responsibility to motivate students towards the achievement of certain objectives and their corresponding benefits, thus becoming an ideal literary mediator. At the beginning of this year, the Ministry of Universities proposed a reform of the university degrees in Early Childhood and Primary Education which affects directly to the specific didactics, including Didactics of Language and Literature. This circumstance, together with the lack of rewarding personal experiences at school, led us to design a study to highlight the need for quality university education by comparing the beliefs, representations, and knowledge about literary reading of two groups of future teachers. Through questionnaires and with the support of two interviews, we have observed that the beliefs, representations, and knowledge of the students who have studied a specific subject of Children's and Young People's Literature develop positively and offer interesting results. The beliefs of the teaching team of the future have an affective component justified in their own past experiences, but also a cognitive component that is fed by good training, as is well demonstrated in the results obtained, seeing how third-year students having taken a specific subject focused on children's literature stand out above the first-year students. who have only attended an introductory subject, in essential points. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	La lectura literaria desempeña un papel fundamental en el aula como instrumento didáctico que favorece el aprendizaje académico y el desarrollo individual y social de los alumnos. Los maestros tienen la responsabilidad de motivar a los alumnos a la consecución de ciertos objetivos y sus beneficios correspondientes, convirtiéndose así en un adecuado mediador literario. A principios del año 2023, el Ministerio de Universidades propuso una reforma de los grados universitarios de Educación Infantil y Primaria que afecta directamente a las didácticas específicas, dentro de las que se encuentra la Didáctica de la Lengua y la Literatura. Esta circunstancia, junto con la falta de experiencias gratificantes en la escuela, nos llevó a diseñar un estudio que subrayara la necesidad de una formación inicial de calidad a través de la comparación de las creencias, representaciones y saberes sobre la lectura literaria de dos grupos de diferentes cursos de futuros maestros. Por medio de cuestionarios y con el apoyo de dos entrevistas, hemos observado que las creencias, las representaciones y los saberes de los alumnos que han cursado una asignatura específica de Literatura Infantil evolucionan positivamente y aportan resultados interesantes. Las creencias del equipo docente del futuro tienen un componente afectivo justificado en sus experiencias pasadas, pero también un componente cognitivo que se alimenta de una buena formación, como queda demostrado en los resultados obtenidos, viendo como el alumnado de tercer curso, habiendo cursado una asignatura específica centrada en la literatura infantil, destaca por encima del de primer curso, quienes únicamente han asistido a una asignatura introductoria. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Literary reading plays a fundamental role in the classroom as a didactic instrument that favours academic learning and individual and social development of students. Teachers have the responsibility to motivate students towards the achievement of certain objectives and their corresponding benefits, thus becoming an ideal literary mediator. At the beginning of this year, the Ministry of Universities proposed a reform of the university degrees in Early Childhood and Primary Education which affects directly to the specific didactics, including Didactics of Language and Literature. This circumstance, together with the lack of rewarding personal experiences at school, led us to design a study to highlight the need for quality university education by comparing the beliefs, representations, and knowledge about literary reading of two groups of future teachers. Through questionnaires and with the support of two interviews, we have observed that the beliefs, representations, and knowledge of the students who have studied a specific subject of Children's and Young People's Literature develop positively and offer interesting results. The beliefs of the teaching team of the future have an affective component justified in their own past experiences, but also a cognitive component that is fed by good training, as is well demonstrated in the results obtained, seeing how third-year students having taken a specific subject focused on children's literature stand out above the first-year students. who have only attended an introductory subject, in essential points. [ABSTRACT FROM AUTHOR]
ISSN:	1575023X
DOI:	10.18172/con.6841