Pursuing Truth Through Critical Consciousness: One Preservice Teacher's Understanding and Praxis in the Literacy Classroom

• In Event: Cultivating Critical Consciousness in Teacher Education

Abstract

In the field of teacher preparation, there continue to be persistent struggles with supporting preservice teachers to enact their critical consciousness within K-12 curriculum and instruction (Schiera, 2019). Using an instrumental case study design (Stake 1995), this study follows one PT across three semesters of coursework and field experiences to determine the ways in which her critical consciousness influenced her teaching pedagogy. Preliminary findings indicate that the PT found ways to implement her critical consciousness in two separate field placements by engaging in critical self-reflection, having opportunities for enactment with specific social justice pedagogy, and receiving reinforcement from teacher educators and mentors.

Author

• Heather Dunham, Clemson University
  Presenting Author