Teachers as Readers: Examining the Personal Reading Lives of English Educators

Abstract

This study explores the complex personal reading lives of four English teachers. Through a combination of participant-generated artifacts, interviews, group meetings, and virtual discussions, the study uncovers the diverse reading habits, motivations, and identities of these teachers. Findings highlight the variety of texts they engage with and the range of reasons that drive their reading, offering valuable insights into how teachers’ reading experiences shape their pedagogical approaches. By fostering strong personal reading habits among teachers, this study suggests that teachers can model positive reading experiences for students, potentially inspiring a more engaged and enthusiastic approach to reading in the classroom leading to more engaged readers. These findings call for a greater emphasis on fostering the personal reading lives of teachers.