reading literacy, adolescent literacy, teacher education, learning to teach, post-primary literacy
Reading literacy is now viewed as a core responsibility of responsibility of teachers and teacher educators. Adopting a socio-cultural perspective, this study focused on the beliefs, knowledge and experiences of post-primary student teachers about reading literacy. The data was collected through three interviews with each of 17 student teachers. Results suggest that the student teachers had some concerns about their own literacy, had a narrow conception of literacy and tended not to see literacy development as their responsibility. Results are discussed in terms of deepening and extending student teachers’ knowledge of literacy in ITE.