Abstract

Beliefs affect behaviors of individuals. Beliefs also have the effect of defining someone’s personal and professional life, meaning that individuals can accept or refuse new information based on their beliefs. Beliefs of individuals are also the best representation of their decisions throughout their lives. Therefore, there is a relationship between the decisions of individuals about reading and the beliefs of individuals about reading. Teachers’ beliefs about reading affect the quality of the environment in which they prepare their students to read. Therefore, there are studies indicating the relationship between teachers’ works in the classroom and their beliefs. Moreover, improving and supporting students’ reading interests and habits are necessary to set a ground for language skills, make clear and effective communication, and improve thinking capabilities. In that context, the aim of the study is to define reading beliefs, interests, and habits of pre-service elementary school teachers. This research was conducted using a qualitative method. The pre-service elementary teachers were chosen purposefully according to the maximum sampling method. Qualitative data will be collected through a semi-structured interview form. A descriptive analysis was used in the analysis of the qualitative data. It is assumed that the results of the study will be useful to the development of pre-service elementary school teachers’ reading beliefs.