The Impact of Critical Friendship Groups on Preservice Teachers: Reframing Deficit Views Through Collaborative Reflection

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-5 - Developing Meaningful Opportunities for Preservice Multicultural Awareness

Abstract

A goal of teacher preparation programs should be to develop the reflective and critical problem-solving capacities of preservice teachers, especially for teachers working with historically underserved students. Through an analysis of participants’ biweekly posts to discussion boards, this qualitative case study examines common dilemmas for eleven undergraduate preservice teachers and descriptions of their process during Critical Friendship Group protocols. Results reveal that most dilemmas revolved around building relationships and curriculum and instruction, yet a third major theme revealed perceived deficiencies of students. However, through the process of engaging in reflective conversations, some participants re-envisioned the initial dilemma, including reframing perceived student deficiencies as pedagogical or relationship issues.

Authors

• Nadia Behizadeh, Georgia State University

• Clarice Thomas, Georgia State University

• Stephanie Behm Cross, Georgia State University