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2015-05-11
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The purpose of this self-study was to explore my literacy beliefs first as a substitute teacher and then as a teacher's assistant. Over the span of six-weeks, I was able to scratch the surface of understanding my beliefs however, six weeks was not a sufficient amount of time when exploring an in-depth concept. With the triangulation of data to gather the information for my study, I used a journal, classroom observations, and artifacts. The results of data yielded three themes; my literacy beliefs being supported, my literacy beliefs being challenged, and resources affecting my beliefs. The conclusion for my study is that with each classroom experience as either a substitute teacher or a teacher's assistant, my beliefs came out with each literacy instructional decision that was made.