Critical Reflection and Generative Change: Toward a Praxis of Transformative Teacher Preparation for Teaching Diverse Students

• In Event: 67.055 - Critical Reflection and Diversity: Prospective and In-Service Teacher Learning to Teach Diverse Students

Abstract

Objectives
In the face of growing diversity in the U.S. K-12 student population, teacher education programs have struggled to prepare teachers able to equitably teach all students. This study explores prospective teachers’ understanding of student diversity and how to foster their transformative learning for teaching diverse students through critical reflection and generative change.

Theoretical Framework
Critical reflection is a hermeneutic approach to examine assumptions about knowledge and understanding, particularly those that are socially, politically, or culturally based (Dewey, 1933; van Manen, 1977; Zeichner & Liston, 1996). However, a common error is to emphasize the cognitive aspects of reflection as evidence of personal growth without considering whether prospective teachers transform their classroom teaching: “acting upon these emancipatory insights, a praxis, is also necessary” (Mezirow, 1990, p. 354). We therefore employ a framework designed to reinforce the connection between reflection and praxis to link critical reflection with transformative learning (Author, 2015).

In addition to promoting change by individual teachers, teacher education programs also need to eliminate structural practices privileging Whiteness (see Milner 2009). To address this problem, we use Ball’s (2009) Model of Generative Change, which accounts for transformation at the individual level and beyond, to impact schools and communities.

Methods
This qualitative study is situated in an elementary teacher education program in a large urban university in the western United States. Participants are students with bachelor’s degrees other than education enrolled in an alternative route to licensure (ARL) program. Data collection took place throughout a required introductory course with a cohort of 14 students in Spring 2018, and a second cohort of 12 in Summer 2018.

Data and Data Analysis
Data included prospective teachers’ classroom discussions, online reflective writing, and interviews for thematic analysis (Clarke & Braun, 2013) to identify and analyze patterns emerging in their discussions on diversity. Concurrently, we observed these prospective teachers in their own classrooms using the constant comparative method (Glaser & Strauss, 1967, p. 103) to compare the data.

Results
Initially, prospective teachers thought of diversity as different cultures or learning styles, avoiding race or ethnicity with alternative phrases ( “at risk”, “problematic”, “low level”). Through readings, discussions, writing, and reflective activities guided by our model, they began to recognize deficit thinking. Some participants were able to explore alternative solutions based on students’ experiences. Classroom observations found scant evidence of the ability to implement alternative solutions, however. Key factors for limited generative action appeared to be the short timespan of the prospective teachers’ clinical experience, their limited authority to modify classroom curriculum, and their preoccupation with fulfilling technical aspects of their field requirements.

Scientific Significance
This research highlights the ability of our critical approach to transformative learning serving both as a pedagogical tool for teaching prospective teachers for diversity and an analytical tool for research. The findings reveal that, while this model helps prospective teachers analyze assumptions and search for alternatives, implementing change in their classroom practice is more difficult.

Authors

• Katrina Liu, University of Nevada - Las Vegas

• Arnetha F. Ball, Stanford University