What do I recommend reading and why? Reading preferences of Primary and Early Childhood Education teachers in training Míguez Álvarez, Carla María Agrelo-Costas, Eulalia Mociño-González, Isabel Reading interests Reading Recreational reading Teaching trainees Intereses lectores Lectura Lectura recreativa Profesorado en formación Grants from the Program for the Consolidation and Structuring of Competitive Research Units - GRC, ED431C 2021/52. The present research explores the reading preferences of early childhood and primary education preservice teachers according to the literary works that they consider that have marked them and served to create their reading identity. The general objective is to analyze the literary works they selected to determine whether they belong to adult, children's or young adult literature, their textual genre and the functions for which the participants recommend their reading. A descriptive quantitative methodology is used. The results show a clear preference for reading in the narrative genre, with a predominance of detective and mystery novels, romance and social novels. The predominant functions for which the participants recommend their reading are evasive, affective, social, educational and axiological. These results reveal the need to implement measures to improve the reading and literary training of future teachers, to promote reflection on the concept of reading they transmit and to develop critical analyses on the educational potential of literature. Esta investigación explora las preferencias lectoras de estudiantes de los Grados de Educación Infantil y Primaria, a partir de las obras literarias que consideran que les han marcado y servido para crear su identidad lectora. El objetivo general es analizar el conjunto de las obras literarias seleccionadas para determinar su pertenencia a la literatura de adultos, infantil o juvenil, al género textual y las funciones por las que los participantes recomiendan su lectura. Se emplea una metodología cuantitativa de corte descriptivo. Los resultados muestran una clara predilección por lecturas del género narrativo, con mayor presencia de novelas detectivescas y de misterio, románticas y sociales. Las funciones predominantes por las que los participantes sugieren su lectura son la evasiva, afectiva, social, educativa y axiológica. Estos resultados revelan la necesidad de implementar medidas de mejora en la formación lectora y literaria de estos futuros maestros y maestras, promover la reflexión sobre el concepto de lectura que transmiten y desarrollar análisis críticos sobre las potencialidades educativas de la literatura. 2024-04-26T09:02:34Z 2024-04-26T09:02:34Z 2023-06-19 info:eu-repo/semantics/article Míguez-Álvarez, C., Agrelo-Costas , E., & Mociño-González, I. (2023). "What do I recommend reading and why?" Reading preferences of pre-school and primary school preservice teachers. Investigaciones Sobre Lectura, 18(1), 27–57. https://doi.org/10.24310/isl.v18i1.15736 https://hdl.handle.net/10481/91179 10.24310/isl.v18i1.15736 eng spa http://creativecommons.org/licenses/by-nc-sa/4.0/ info:eu-repo/semantics/openAccess Atribución-NoComercial-CompartirIgual 4.0 Internacional Universidad de Málaga