Pre-service teachers' perceptions on storytelling to learn English as a foreign language
It is well-known that pre-service teachers do not read much. Although they are usually considered expert readers (Colomer & Munita, 2013), their reading habits (Chartier, 2004; Vélez & Rapetti, 2008; Yubero & Larrañaga, 2015) and their knowledge and capacity for interpreting literary tex...
| Autores: | , |
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| Formato: | capítulo de livro |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/215207 |
| Acesso em linha: | https://hdl.handle.net/2445/215207 |
| Access Level: | acceso abierto |
| Palavra-chave: | Ensenyament de llengües estrangeres Anglès Professors en pràctiques Foreign language teaching English language Teachers in-service training |
| Resumo: | It is well-known that pre-service teachers do not read much. Although they are usually considered expert readers (Colomer & Munita, 2013), their reading habits (Chartier, 2004; Vélez & Rapetti, 2008; Yubero & Larrañaga, 2015) and their knowledge and capacity for interpreting literary texts (Diaz Armas, 2008; Duszynski, 2006) show they are not. In fact, different studies have shown that they have a weak reading profile and usually express disaffection for reading (Aguilar Ródenas, 2020). Similarly, other studies (Contreras & Prats, 2015; Gallego & Rodríguez, 2015; Skaar et al., 2018; Vera, 2017) have made it evident that students from teaching degrees lack communicative skills and their reading habit and motivation towards literature is insufficient (Applegate et al., 2014; Vera, 2017). |
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