Critical Reflection for Transformative Learning in Preparing Future Teacher Educators of Color

• In Event: Individual and Collaborative Approaches to Critical Reflection Across Teacher Education Contexts

Abstract

This paper presents a qualitative study of critical counter-narrative that was facilitated with a framework of critical reflection for transformative learning in a doctoral teacher education program. Participants included five doctoral students of color from racially, ethnically, and linguistically diverse backgrounds. Learning from each other’s stories and gaining theoretical sensitivity from readings and collaborative reflection enabled participants to critically examine their personal histories, languages, cultures, and identities in the larger social and political context. Based on their critical reflections, they analyzed socially distorted assumptions about people with diverse backgrounds, actively searched for alternative ways to prepare future teachers to teach diverse students, and implemented changes in their own teaching practice to transform teacher preparation.

Authors

• Katrina Liu, University of Nevada - Las Vegas

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