Teaching Across Disciplines: A Documentational Approach to Teachers’ Use of Resources in Literature, Creative Writing, and Environmental Education

Although research on teachers’ pedagogies is central to educational theory and practice, limited attention has been given to how teachers adapt and develop educational resources, especially in literature education and interdisciplinary contexts. This qualitative study, grounded in the Documentational Approach to Didactics, investigates the documentational work of five Greek Language and Literature teachers during a project integrating literature, creative writing, slam poetry, and environmental education. Conducted in a high school in Athens, the study draws on reflective diaries and interviews. Findings show that teachers shifted from users of shared materials to creative agents who reshaped resources to support student-centered, interdisciplinary learning. Flexibility, responsiveness, and peer collaboration supported pedagogical innovation and professional growth. Despite challenges such as limited time and student readiness, participants reported stronger student engagement, enriched teaching practices, and renewed professional identities. The study highlights teacher agency, collaborative resource design, and sustained professional development as central to fostering impactful pedagogy.