Perceptions of teachers in training of primary education on the value of reading.

Abstract

The purpose of this article is to analyze the perceptions of pre-service teachers in elementary education, around the role of understanding both for their teaching specialization process, and for their future students. An intentional non-probabilistic sample of 35 students from a Chilean university was used. The study has a descriptive approach, with a mixed methodology and the design of a questionnaire with structured and unstructured questions. Through 175 discursive interventions, the results are oriented to the analysis of transverse reading comprehension skills to professional training and their importance in the development of students’ communicative competence.