Beliefs and knowledge of future teachers (readers and non-readers) around literary education

Abstract

This paper presents results about a study that explores the belief and knowledge systems of four student teachers with respect to literature and literary education at school, and the existing relationship with the reader profile of each student. Reading life stories and semi-structured interviews were used to
collect information about students. Subsequently, this information is interpreted using content analysis. The results of such analysis show a significant difference in beliefs and action perspectives of the future teachers taking into account if they are strong or weak readers.