Exploring the Impact of a Substitute Teacher’s Passion for Literacy and Her Literacy Beliefs

Abstract

This self-study examines the literacy beliefs of a substitute teacher and the role that those beliefs play in her pedagogical choices. The study also seeks to identify the participant’s passion for literacy and how that is present in her interactions with her students. Data were gathered using field notes, journal entries, and artifacts or pictures from the classrooms where this study took place. Using these data sources, a number of key themes were identified, including evidence of literacy beliefs in my teaching, teaching against my beliefs, context influencing my beliefs, and resources impacting my beliefs. Based on my findings and experiences documented in my journal entry, the overwhelming conclusion was that teachers must be flexible with implementing literacy beliefs into their pedagogical choices.