Developing reading materials: Pre-service teachers' perceptions and decision-making processes in an English education program
DOI:
https://doi.org/10.21703/rexe.v25i.3582Palabras clave:
Reading materials, language learning materials, pre-service teachers, teacher educationResumen
This study explored pre-service teachers’ perceptions of developing reading materials as part of a practice-based assessment within an English teacher education program. A qualitative design was employed with nine pre-service English teachers enrolled in a higher education institution in Ñuble, Chile. Data were collected through a researcher-designed questionnaire and the reading materials produced by participants, both of which were analyzed thematically. The findings reveal several perceived benefits associated with materials development, including increased engagement, enjoyment, and a sense of accomplishment. These benefits were particularly evident when the materials aligned with participants’ personal interests and their intended audience. The results also indicate that the task fostered heightened pedagogical awareness, including attention to discourse strategies, audience positioning, and sociocultural considerations, contributing to the development of intercultural communicative competence. Despite these gains, participants reported challenges related to digital design skills, as well as linguistic and discourse competence. Overall, the study provides insights into how materials development, when used as an assessment task, can support pre-service teacher preparation and facilitate the integration of pedagogical and intercultural competencies in line with current teaching standards.
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Derechos de autor 2026 Jessica Vega Abarzua, Margarita Ulloa-Toro, Maximiliano Romero-Herrera
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Revista REXE "Revista de Estudios y Experiencias en Educación" de la Facultad de Educación, Universidad Católica de la Santísima Concepción, está distribuido bajo una Licencia Creative Commons Atribución 4.0 Internacional.
