From the ideal reading to the competent mediator. Metacognition and reading habits in teacher training. Metacognición y hábitos lectores en la formación de docentes

Abstract

The aim of this work is to help determine those factors that will allow the introduction of instructional changes to optimize the initial training of reading teachers. To do so the reading habits (self-perception of reading level, reading frequency, motivation...) presented by 170 teachers in training in relation to their preferred reading format (digital or conventional) and with their perception of metacognitive reading strategies are analyzed. The results show preferences for digital media both for recreational and academic reading, as well as a statistically significant better relationship with reading in women. There was a positive and significant correlation between reading habits and perception of reading metacognition, which deserves to be taken into account to reinforce reading processes (digital and conventional) during the training of these future mediators of reading.