Pre-service teachers' beliefs and intended practices around the promotion of reading for pleasure among primary children

This thesis describes a mixed-method study exploring early childhood and primary pre-service teachers’ self-reported beliefs about the importance of reading for pleasure in the early years of school, as well as the benefits and challenges they expect to experience in implementing reading for pleasure pedagogies in the classroom. The results of the study provide evidence to inform further research and have implications regarding potential improvements in early school reading instruction and pre-service teacher education