An examination of preschool teachers' interactive book reading practices and perceptions

This study examined preschool teachers' perceptions of interactive book reading (IBR) together with their observed classroom book-reading practices. A qualitative case study design was employed, with data collected through semi-structured interviews with 18 preschool teachers and classroom observations of nine teachers in Erzurum in Türkiye. Data were analyzed using descriptive and content analysis techniques. The findings indicate that teachers held positive views toward interactive book reading and emphasized its contribution to children's language development, participation, and learning. Classroom observations showed that teachers consistently used practices such as expressive reading and questioning during book-reading activities, whereas several strategies reported during the interviews, including dramatization, story completion, and the use of supporting materials, were observed less consistently in classroom practice. The comparison of interview and observation data revealed discrepancies between teachers' reported perceptions and their observed classroom practices. These findings highlight the importance of supporting preschool teachers through practice-oriented professional development and providing classroom environments and resources that encourage children's active participation in book-reading activities.