Preservice Teachers' Online Writings Related to Diversity, Race, and Identity

• In Event: Moscone Center North Roundtable Session 16
  In Roundtable Session: Critical Consciousness Through Teacher Education

Abstract

This narrative inquiry sought to examine Pre-service Teachers (PTs) self-perceptions and beliefs on identity, race, and diversity related to their lives and teaching practices. Postings by seven white PTs were analyzed on the situated meaning of text features and patterns of online interactions; how students applied historicized forms of literacy and their own lived experiences; and self-representation/identity around issues of diversity and equity in education. The findings indicate the PTs voiced their concerns for fairness in non-prejudiced instruction for all students, but the PTs did not directly discuss their own race or other layers of identity. This study supports the claim that teacher preparation programs need to create spaces for PTs to critically examine forces that have privileged dominant communities.

Author

• Michelle M. Ohanian, Mount St. Mary's University