Factors influencing preservice teachers’ resistance to content area reading instruction

Factors Influencing preservice secondary teachers’ resistance to content reading are delineated via a qualitative research study. Excerpts from multiple data sources are highlighted and discussed to illustrate factors Influencing resistance, including constraints found In the teaching workplace and perconceived models of the role of teacher in the classroom. Limitations of the study are discussed. The significance of the findings to successful incorporation of content area reading into the secondary classroom are discussed.