Abstract

Recent studies on the reading habits of those studying to be teachers have questioned the reading identity of the people who are to become the future mediators of reading in school environments. Within this framework, the current research constitutes an exploratory hermeneutic interpretative study on the reading habits of pre-service teachers, in order to establish a reader profile for this population group, which is the focus of our study. The information is taken from students at Universidad Autonoma de Barcelona. It has been collected through sharing life experiences and has undergone a mixed content statistical analysis. The results reveal a standard profile defined by discontinuous reading habits, precarious intertexts and current practices mainly related to bestsellers.