Abstract

This study aims to characterize the perceptions about the training process of future Language and Literature teachers held by academics who teach literature and didactics subjects in language pedagogy programs. To this end, a qualitative approach was adopted in which twelve semi-structured interviews were conducted with academics of language arts teacher education programs from three different universities belonging to the Council of Rectors of Chilean Universities (CRUCH in Spanish). Content analysis (Miles et al.) assisted by NVivo12 was used for data processing. The results mainly indicate that, although the teaching of literature is considered a central aspect of pre-service teachers training, it requires greater articulation with didactics, since it tends to generate a hyper-specialization in the literary field, thereby making it difficult for future teachers to acquire didactic practices of literature during their training. In conclusion, it is considered pertinent to undertake further actions to articulate the work carried out at the university with the current needs of secondary education Language and Literature classrooms. © 2024 Universidad Catolica Silva Henriquez. All rights reserved.