Philosophical beliefs and instructional practices of two effective literacy teachers: A qualitative case study

Current research on teaching emphasizes the role of teacher's beliefs in directing classroom instruction. With continuous debates about the nature of effective literacy instruction, little is known about the practices and perspectives of effective literacy teachers. The primary purpose of this study was to examine the philosophical beliefs and instructional practices of two effective literacy teachers. A second purpose was to explore different experiences that had contributed to the development of the teachers' beliefs and their integration of effective practice. This study was guided by three research questions: (1) what kinds of literacy events and practices occurred in the classrooms of two effective literacy teachers; (2) what beliefs about literacy teaching and learning guided their instructional practices; and (3) what personal and/or professional experiences had influenced the development of their beliefs and instructional practices?; Because teaching is complex and personal in nature, a qualitative case study research design was selected for this study. The teachers taught third and sixth grades and worked in two different school districts. Data collection procedures included classroom observations, interviews, and artifacts. Data analysis revealed that literacy instruction in these classrooms was student- and meaning-centered. Major themes characterizing effective literacy instruction included immersion in print, integration of the literacy curriculum, emphasis on affect and motivation, extensive use of oral communications, emphasis on metacognition, and effective classroom management.; Data analysis of the teachers' beliefs revealed that their beliefs were consistent with classroom practices. The teachers shared many philosophical beliefs that revolved around motivating students and addressing their individual needs. They spoke very highly of the need to know students at personal and academic levels in order to address their needs. They perceived the teacher as a role model and a facilitator of learning. They also believed that literacy learning should emphasize lifelong reading and writing skills and build personal connections. The teachers also perceived internal motivation as central to literacy development.; Analysis of the teachers' personal and professional experiences indicated a strong connection between early literacy experiences and the teachers' current teaching. Data suggested the positive impact of higher education courses and professional development programs. It also indicated that collegiality and administrative support had direct influence on the teachers' integration of effective practice. Results of this study suggested the importance of examining teachers' preexisting beliefs and the experiences that contributed to their development.