Relationship between teachers’ beliefs about reading and their teaching practice

Abstract

This was a case study that aimed at investigating teachers’ beliefs about reading, in order to identify the relationship between these beliefs and their teaching practices. This study was carried out with the participation of two English teachers of eleventh graders at INEJUNAR School. This study was approached from a qualitative perspective using a case-study methodology. The data for the study included observations, semi-structured interviews and document analysis (Texts). The data was analyzed according to the reading approaches described by Wallace (2001), Masuhara (2003), Britt & Rouet (2012), John and Davies (1989), Grabe (2009), Anderson (1999), Panel (2003), Pardo (2004) and Block and Presley (2002). This study contributes to the identification of teacher's strengths, weaknesses, and their professional development needs. Information about the practices and the factors that influence them can potentially prompt the path towards teacher development and eventually towards the improving of reading in the school.