Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning

Abstract This study is part of the international survey studies on teachers’ beliefs concerning integration children’s literature in mathematics teaching and learning, this paper reports findings thematic analysis open-ended responses elicited from 287 primary school teachers teacher trainees Taiwan. Using seminal social psychology theory, Theory Planned Behaviour (Ajzen Organizational Behavior Human Decision Processes, 50 , 179–211, 1991) to frame findings, highlights 11 perceived barriers enablers that are thought influence intention integrate their teaching. More specifically, we identified time constraint, lack pedagogical knowledge confidence, resource constraint as being most-cited barriers, while benefits, desire improve teaching, enabling norms were top enablers. Ultimately, article offers several recommendations address some these key barriers.