Critical Reflection for Transformative Learning: Preparing Prospective Teachers of Color to Teach Diverse Students

• In Event: 64.084 - Teaching and Teacher Education in Urban Communities

Abstract

This paper presents the issues involved in preparing prospective teachers of color to teach diverse students. It uses a hermeneutic approach to inculcating critical reflection for transformative learning centered on racial, ethnic, and linguistic diversity for two purposes: 1) to prepare teachers of color to identify, understand, develop, and implement alternatives to social distortions embedded in their field classroom, and 2) to analyze their reflections on the process of identifying, understanding, developing, and implementing alternatives. Results indicate good success in the cognitive aspects, but only limited success in implementing alternatives. Implications for teacher educators are provided.

Authors

• Katrina Liu, University of Nevada - Las Vegas

• Richard C. Miller, University of Nevada - Las Vegas