The Implications of Childhood Divorce on the Teaching Practices and Perspectives of a Substitute Teacher: a Self-study

Abstract

This self-study examines the personal and professional implications of being raised in a single-parent household as a result of parental separation. Specifically, the research seeks to identify the personal and professional implications of being raised under such circumstances and the impact they might have on the researcher's practices and perspectives as a present day substitute teacher. Data was gathered using two sets of journal entries, one taking the form of a memoir and the other post-teaching field notes. Using these data sources, a number of key themes were identified, including valuing and supporting reading and writing, active identification with particular students, gravitating toward challenging students, and engaging with extended literacies. The overwhelming conclusion, supported by a review of current literature as well as the experiences documented in the included journal entries, is that, though there are clear and identifiable points of connection between the researchers past experiences and present practices and outlook, students should be addressed and educated as individuals without the bonds of stereotype and preconception based on household type.