Attitude profiles explain differences in pre-service teachers' reading behavior and competence beliefs

Teachers' reading attitude is important for affecting their students' reading, yet the prevalence of aliteracy is high among teachers. The present study aims to examine whether there are individual differences in pre-service teachers' reading attitudes (n = 253) at the time of enrollment in teacher education in Belgium, and whether these differences explain differences in reading behavior and perceived reading competence. Using Cluster Analysis three attitude profiles were identified. Personally-oriented readers (26.9%) appeared to be the more solitary readers, whereas socially-oriented readers (33.6%) were most willing to interact with others about reading. Both profiles were comparable in reading frequency and self-competence beliefs in reading. The profile low-affect readers (39.5%) seemed the most reluctant and aliterate readers. Overall, this study stresses the importance of acknowledging individual differences in reading attitude when designing teacher education courses that provide teachers with the tools and willingness to foster their fellow teachers' and students' reading enthusiasm.