La conversa literària en la formació inicial de mestres. Un cas pràctic a partir de tres clàssics LIJ

Literary conversation in initial teacher training. A practical case based on three classics of children’s and young adult literature

Abstract

This article contains an analysis of three literary conversations about classics of children's and young people's literature in initial teacher training. The primary objective is to determine the type of reading responses by the students/future teachers, their degree of depth, and the influence of mediation. It also aims to provide an approach that can be useful for them to get engaged in literary discussions with children when they are working as teachers. The results show their initial responses are very emotional and personal, as well as pedagogical rather than literary. The conversations also raise issues about language, and factors such as the outcome and connections with other fictions. The role of mediation is important in the appearance of reflections on literary aspects, particularly, in the formulation of questions. The need to provide students with spaces to exchange ideas on literary readings to improve their competence in this area is confirmed.