ABSTRACT We examined how infusing an inquiry-based Disciplinary Literacy Project (DLP) into a graduate literacy education class influenced elementary teachers’ knowledge about disciplinary literacies and how this knowledge influenced their instructional practices. Through the DLP, teachers in this study developed an awareness of the nuances of the literate practices within particular disciplines and demonstrated various ways of blending this disciplinary literacy knowledge into their instructional practices.Implications include using this form of inquiry as a means for professional development and collaborating with disciplinary experts to support teachers’ inclusion of discipline-specific habits of mind into their instruction.

中文翻译：

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教师探究培养小学教师纪律素养

摘要 我们研究了将基于探究的学科素养项目 (DLP) 注入研究生素养教育课程如何影响小学教师关于学科素养的知识，以及这些知识如何影响他们的教学实践。通过 DLP，本研究中的教师对特定学科内识字实践的细微差别有了认识，并展示了将这种学科识字知识融入他们的教学实践的各种方法。与学科专家合作，支持教师将特定学科的思维习惯纳入他们的教学中。