(Un)Faking It: Supporting Critical Reflection in Preservice Teacher Education Through Reflective Writing Practice

• In Event: Sheraton Roundtable Session 7
  In Roundtable Session: Identity Exploration Through Critical Moments of Pedagogical Interaction in the Content Area

Abstract

The purpose of this study was to understand the potential of contemplative and reflective writing practice (Sumara, 2002) to promote critical reflection and progressive professional identifications (Jupp & Slattery, 2012) among mostly White and female pre-service teachers (PSTs). In order to forestall overt resistance and the formation or reinforcement of difference-evasive identities, reflective writing emphasizes openness, invites ambiguity, and values revision, generosity, and forgiveness. To that end, this study relies on inductive analysis to investigate how, and in what ways, can contemplative and reflective writing practices promote critical reflection processes with pre-service teachers? Implications for pre-service teacher education are discussed.

Authors

• Brandon Lee Sams, Iowa State University

• Jeanne Dyches, Iowa State University