From Reflexive Journaling to Intentionally Critical Preservice Practitioners: Exploring the Impact of Culturally Responsive Reflexive Journaling and Immersion

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Reflexive Turns: Cultural and Linguistic Justice in Preservice Teacher Education (Table 34)

Abstract

In this study I explore the preservice teachers perspective of their identity development and critical practices in immersion settings through intentional reflexive journaling. This study utilizes a self-study in Teacher Education Practices (S-STEP) in a Diversity education course to encourage criticality and journaling for students alongside their immersive education experience within a K-12 classroom. This study challenges pre-service teachers' perceptions of identity, life experiences and the transfer into their practice with a particular interest in the increase of awareness, criticality and justice as they approach the teaching practice.

Author

• Brittany Powell, University of Delaware