espanolExiste cada vez mas evidencia empirica sobre el hecho de que formar lectores requiere docentes lectores. Por un lado, la relacion personal que los docentes mantienen con la lectura influye en el tipo de practicas de educacion lectora que ofrecen en su aula y, por otro, en las creencias que sobre el valor de la lectura mantienen y transmiten a sus estudiantes; esto es, hay una confluencia entre el sujeto lector y el sujeto didactico que el ensenante es. En este trabajo se ha explorado el potencial que ofrece el estudio de los tres ultimos titulos de libros que los futuros maestros y maestras declaran haber leido para comprender parte de su identidad como lectores. La muestra estuvo formada por mas de mil estudiantes del ultimo curso de Magisterio de tres universidades publicas. Los resultados revelan que mantienen una relacion tibia con la lectura y una motivacion extrinseca hacia la practica lectora: son lectores inmaduros, de libros de moda de gran impacto mediatico y de textos prescritos por sus estudios; se analiza tambien la representacion que de la lectura se hacen a traves de los titulos evocados. Se concluye acerca de la necesidad de abordar desde su formacion inicial como maestros la tarea de reeducar su relacion con la lectura. EnglishNowadays, there are more and more findings of educational research that show that a reader teacher is necessary to educate readers at school. On the one hand, the personal relation that teachers have with reading exerts an influence on the kind of instructional reading practices they offer in their classroom. On the other hand, teachers´ beliefs on reading worth that they convey to their students are also connected to their own reading habits; so the reader and the educational person converge into the teacher. This work explores the potential embedded in the study of the last three books that future teachers declare they have read as an indicator of their own identity as readers. More than thousand preservice teachers of three public universities were surveyed. The results reveal that these subjects are not closely involved in reading and that and they show an extrinsic motivation towards the reading; they are immature readers, they read best-sellers or fashionable books and writers and they basically read the compulsory readings at university. Their concept of respectable reading is analysed through the titles they bring up. Promoting better habits towards reading is proposed as a pre-service teacher education goal.