This article presents a research carried out with schoolteaching students of the University of Quindío (Colombia) to contrast their knowledge and reading strategies when facing a picturebook before and after receiving training on this kind of books. Collected through two commentaries of A Sick Day for Amos McGee, data were analysed by means of categories corresponding to picturebooks characteristic literary aspects with a relevant presence in Philip C. Stead and Erin E. Stead’s picturebook. The results show that an initial teacher education focused on knowledge and skills demanded by picturebook reading provokes an increase of future teachers literary competence, although image reading, the book as an object and its conventions and possible subversions should be deepened on.
|Translated title of the contribution||Libro álbum y formación básica docente. Un estudio de caso en la Universidad del Quindío|
|Journal||Bellaterra Journal of Teaching & Learning Language & Literature|
|Publication status||Published - 1 Jan 2019|