ABSTRACT
Our chapter explores preservice and K-12 teachers’ beliefs about what reading is (i.e., its nature), what it means to develop as a reader, and what pedagogical practices may best aid such development. We also examine teachers’ beliefs about the nature of text (i.e., what a text is and what it “does”) and what it means to learn from text. In reviewing extant literature, we also indirectly explore the beliefs of researchers and teacher educators about reading, text, and learning from text. We think such beliefs are implicit in the frames used by researchers to study teachers’ beliefs and are reflected in interventions aiming at shifting teachers’ views. In making explicit the lens through which teachers’ beliefs about reading have been studied, we hope to facilitate critical appraisal of current understandings of teachers’ beliefs about reading and to foster identification of productive avenues for future research.
