Understanding teacher beliefs and instructional decision making concerning disciplinary literacy: The case of secondary teachers in an urban school

Abstract

This study was set to examine the integration of disciplinary literacy instruction as part of a comprehensive literacy program at the secondary level. The study asked two essential questions: (1) What are teachers’ knowledge and beliefs about disciplinary literacy instruction? (2) How do teachers’ knowledge and beliefs influence their instructional decision making? Eight teachers were interviewed and observed. Results indicate that teachers believe they are responsible for developing students’ literacy skills in the discipline they taught. Teachers emphasize discipline specific literacy practices and strategies to improve students’ literacy skills as well as to enhance students’ content knowledge. Findings also specify that professional development is a key factor in the continuity and success of teachers’ literacy instruction across the disciplines. Through professional development, teachers appear to develop a deep understanding of what it means to engage students in discipline specific literacy practices.