Reading and the future teacher: An approach to their beliefs about reading

Abstract

To investigate the beliefs of future teachers about reading, we conducted a mixed-type textual content analysis. 364 future teachers of Primary Education (n = 202) and Early Childhood Education (n = 162) from 9 Chilean universities participated in this study. These future teachers reveal diverse beliefs about reading (inter and intrasubject) that range from tools to cultural practice. Contrary to expectations, we verified a predominance of notions characterized by a low number of facets and an emphasis on definitions from the experiential, independent of the career, and years of training. Thus, the classification of beliefs, simultaneously considering wealth and specialization, shows a high concentration in the simple experiential type, with low specialization and low richness (71%).