Initial teacher training in the promotion of reading and Literature in Spain from the perspective of university teachers

RESUMEN: Este artículo analiza la situación actual de la formación inicial de los futuros docentes para desarrollar la promoción lectora y literaria en la escuela primaria. Han participado 73 profesores responsables de la didáctica de la lectura y la literatura de diversas universidades españolas. Se constatan carencias en la formación lectora-literaria en los planes de estudios de magisterio, así como condicionantes positivos y negativos de la formación lectora del alumnado universitario. Se concluye con propuestas de trabajo para hacer que la didáctica de la lectura y la literatura en el aula universitaria sea más formativa, atractiva e intensa.ABSTRACT: This article analyzes the current situation of the initial training of future teachers to develop the pro-motion of reading and literature in primary school. Seventy-three teachers took part in this research, all of them responsible for the didactics of reading and literature in various Spanish universities. The academic staff showed there are shortcomings in reading and literature education in teacher training curricula, as well as positive and negative conditioning factors in the reading education of university students. The study concludes with work proposals to make the didactics of reading and literature in the university classroom more formative, attractive and intense