Dana Oliver
The Becoming of Teachers as Passionate Readers: What Makes the Difference?
Introduction & Pertinent Background Teachers should be readers who engage in personal reading, are highly involved in their students’ literary experiences, and are able to recommend high quality children’s books to students (International Literacy Association, 2018a). The development of teachers who serve as literacy partners to K-12 students begins in the teacher preparation program (International Literacy Association, 2018b). Yet research demonstrates preservice teachers often do not enter their programs with regular habits of reading and may express open avoidance or little enthusiasm for leisure reading (Applegate et al., 2014). Researchers have also identified instances wherein preservice teachers report positive attitudes towards reading and yet do not engage in the actual activity of leisure reading (Davis-Duerr, 2010; Kennedy, 2014; Lancellot, 2017; Rimensberger, 2014; Skaar et al., 2018; Walker- Dalhouse et al., 2011). Preservice teachers who do not engage in personal reading may try to present a positive attitude toward leisure reading, but their ultimate ability to model a love of reading, recommend books to children, and select appropriate reading strategies in their future classroom may be limited (Benevides & Peterson, 2010). “The danger lies in learners seeing behind the surface attitudes” (Rimensberger, 2014, p. 6). Teachers’ preconceived notions of reading in their personal lives, as either being enjoyable and meaningful or unimportant, are easily identifiable by students and impact the behaviors and perceptions of their students (Applegate et al., 2014). Data indicates students who engage in and enjoy leisure reading also experience higher levels of reading achievement (Benevides & Peterson, 2010; Burgess & Jones, 2010; Mullis et al., 2012; Whitten, Labby, & Sullivan, 2016). It is, therefore, crucial for teacher educators to work to create in preservice teachers a genuine passion and habit with leisure reading which can be perceived by and passed on to their future students (Applegate et al., 2014). To make meaning of leisure reading dispositions and the forces which may facilitate those dispositions, Lancellot (2017) stated additional research is needed “to further examine the ways in which teachers have an influence on their students’ attitudes, beliefs, and values of reading” and to “ensure teacher candidates are intrinsically motivated to read” (p. 176). In response to this call, I offer the following synopsis of my dissertation study (Oliver, 2020). Problem, Purpose, and Research Questions The problem addressed in this study is a lack of consistency in preservice teachers’ attitudes, values, and beliefs about leisure reading and their current engagement in leisure reading (Davis-Duerr, 2010; Kennedy, 2014; Lancellot, 2017; Rimensberger, 2014; Skaar et al.,
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