Developing reading materials: Pre-service teachers' perceptions and decision-making processes in an English education program
DOI:
https://doi.org/10.21703/rexe.v25i.3582Keywords:
reading materials, language learning materials, pre-service teachers, teacher educationAbstract
This study explored pre-service teachers’ perceptions of developing reading materials 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 tailored questionnaire and the reading materials produced by participants, and were analyzed thematically. Findings reveal several benefits associated with engaging in 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 the perceived needs of their intended audience. Additionally, the process contributed to the development of intercultural communicative competence and socio-cultural awareness. Despite these gains, participants reported challenges related to digital design skills, as well as linguistic and discourse competence. Overall, the findings underscore the importance of providing explicit support in digital literacy and offering greater exposure to diverse academic and instructional writing genres. The study contributes valuable insights into how materials development can strengthen pre-service teacher preparation and foster essential pedagogical and intercultural competencies.
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