INTEREST OF FUTURE TEACHERS READ TEXTS IN STUDY

The ways university professors refer to assigned readings and evaluate them in their courses can interfere with students' interest in studying academic texts. The objective of this study is to analyze how students enrolled in six undergraduate courses (entry level and near graduation) perceive the ways their professors recommend texts, and to define the main variables that affect their interest in reading such texts. To obtain the data, a questionnaire was given to 456 students in a public university in the state of Parana, Brazil. The results indicate that, the relations under study differ in terms of the frequency they are recognized per course and series, and corroborate the concerns and suggestions of other researchers. Adapted from the source document