Critical Reflection: Toward a Just and Transformed Pedagogy With Diverse Multilingual Learners

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Coaching for Change (Table 36)

Abstract

This qualitative study explored the reflexive practices of 12 in-service educators enrolled in a graduate teacher preparation program in the US. Grounded in critical reflections theory, within- and cross-case analysis of reflection notes found that critical reflection was instrumental in expanding teachers’ consciousness of equitable education, raising their awareness of diverse learning needs and critiquing equity issues in their professional and personal lives. Teachers shifted their focus from a mere recognition of inequitable educational practices to ethical and transformational decision-making and a commitment to providing supportive and safe learning spaces for diverse multilingual learners. These findings underscore the importance of critical reflection in the training of teachers to be culturally competent agents of change in diverse classrooms.

Authors

• Josephine Amoakoh, University of Utah

• Veronica E. Valdez, University of Utah