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This quantitative study investigated Finnish and English student teachers’ (N = 353) own reading, how their reading shaped reading pedagogy, and how these related to teachers’ content knowledge of reading pedagogy. 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J., & Lähteelä, J. (2023) . Student Teachers as Readers: The Reading Experiences and Reading Pedagogy of Finnish and British Student Teachers. Australian Journal of Teacher Education, 48(9) . [https://doi.org/10.14221/1835-517X.6555](https://doi.org/10.14221/1835-517X.6555)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol48/iss9/5](https://ro.ecu.edu.au/ajte/vol48/iss9/5)  \nStudent Teachers as Readers: The Reading Experiences and Reading Pedagogy of Finnish and British Student Teachers  \nJuli-Anna Aerila  \nMerja Kauppinen  \nUniversity of Turku, Finland  \nTeresa Cremin  \nThe Open University  \nMari Siipola  \nUniversity of Turku, Finland  \nSarah Jane Mukherjee  \nThe Open University  \nJohanna Lähteelä  \nUniversity of Turku, Finland  \nAbstract: As the pedagogy of teachers depends partly on their earlier life experiences, investigating the prior reading practices of student teachers is crucial. This study investigated Finnish and English student teachers ’ (N = 353) own reading, the importance of their own reading to their reading pedagogy, and the relationship of these to teachers ’ content knowledge of reading pedagogy. The data were collected via an online questionnaire and analysed via  \nquantitative methods. According to the findings, nearly all the  \nstudent teachers enjoy reading, have a positive attitude towards reading, and consider the teachers’ own reading important for the pedagogy they implement. However, even though a large number of the student teachers read during their free time, for many, reading represents apotential free-time activity that is valued, but for which there is no time. In the study, student teachers ’ reported free-time  \nreading correlated with how many children ’s books the student  \nteacher could name. In other words, it seems that the more preservice teachers engage in their own reading (time used to reading for pleasure, level of experiences for enjoying reading) the greater their knowledge ofchildren’s literature, which is an essential part of the pedagogical content knowledge of literature teaching. Teacher education programmes should find ways to individualise reading instruction for student teachers as it will simultaneously scaffold the individuality of readers in the classrooms of these future teachers.  \nIntroduction  \nReading for pleasure is a fundamental right of every child; it is characterised as an act of voluntary, personal satisfaction (Clark & Rumbold, 2006; Powell, 2014) . Beyond the benefits of improved reading comprehension and an expanded vocabulary, engaging in freetime reading can yield cognitive advantages (Sullivan & Brown, 2015; Torppa et al., 2019) and foster social interactions (Cremin, 2014; Rothbauer, 2004) . Teachers’ understanding of children’s literature and the pedagogy teachers implement impact young people’s motivation  \nto engage in independent or free-time reading (Clark & Teräväinen, 2015; Cremin, 2019; Cremin et al., 2009, 2014) . While community reading progr","cbCaiey6T35pLcik","https://ap.wps.com/l/cbCaiey6T35pLcik","pdf",270278,14,"English","# Abstract\n# Introduction\n## Reading for pleasure and its benefits\n## Teachers’ knowledge, pedagogy, and social justice\n## Underestimation in teacher education and attitudes/habits\n## Goals and frameworks in teacher education","[{\"question\":\"What does the study focus on regarding student teachers’ reading?\",\"answer\":\"It examines the student teachers’ own reading practices, the importance of their own reading for their reading pedagogy, and how these relate to their knowledge of reading pedagogy.\"},{\"question\":\"How was the study data collected and analysed?\",\"answer\":\"Data were collected using an online questionnaire and analysed through quantitative methods.\"},{\"question\":\"What did the findings show about student teachers’ attitudes and habits?\",\"answer\":\"Nearly all student teachers enjoy reading and have positive attitudes toward reading, and they consider their own reading important for the pedagogy they implement. Many value reading but report limited time during free time.\"}]","Student Teachers as Readers - The Reading Experiences and Reading Pedagogy of Finnish and British Student Teachers | PDF",1792078685,35]