The professional reading habits of teachers: Implications for student learning

Abstract

This paper investigates the literature pertaining to the professional reading habits of teachers. Particular attention is given to those teachers working with students with special education needs. The value of professional reading is considered along with the quantity of professional reading of teachers from Australia and overseas, the types of professional reading undertaken, and the factors that influence the degree and type of professional reading. The literature suggests that teachers engage in relatively little professional reading, especially when compared to the reading habits of other professionals. Further, the reading that is undertaken is principally from periodicals that are largely pragmatic in nature. Issues arising from these findings are explored, current barriers to the promotion of professional reading are identified, and research-based recommendations aimed at changing low levels of professional readership are suggested.