Teachers' Perceptions of Their Literacy Content Knowledge and Instructional Practices: Implications for Professional Development

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Abstract

This research investigates teachers’ perceptions of their literacy content knowledge, instructional practices, and beliefs about students with intellectual disabilities. A survey of 958 teachers in one Midwest state was used to understand their current views, practices, and needs related to literacy and students with significant disabilities. Descriptive and inferential statistics were used to understand teachers’ perceptions of (a) having certain skill sets, (b) being aware of and having access to various resources or curriculum tools, (c) implementing various teaching techniques or practices in the classroom, and (d) possessing various dispositions, attitudes, and beliefs related to the students and their teaching. Teachers’ perceptions varied depending on years teaching, classroom setting, professional development experiences, and grade level.

Authors

• Amy J. Petersen, University of Northern Iowa

• Danielle M. Cowley, University of Northern Iowa