Mirrors and Windows: Reflective Practice and Culturally Responsive Pedagogy in Preservice Secondary Education

• In Event: Drawing On Histories For the Futures of Culturally Responsive Teaching

Abstract

This qualitative case study explores how reflective practices influence the development of culturally responsive pedagogy (CRP) among six secondary preservice teachers. Grounded in the Cultural Proficiency Continuum, the study examines participants’ growth in cultural awareness and implementation of CRP throughout their teacher preparation programs. Data sources included cultural self-assessments, reflective journals, lesson plans, and semi-structured interviews. Three central themes emerged: foundational preparation with notable gaps, the complexities of applying CRP in real-world classrooms, and the power of reflection as a catalyst for professional growth. Findings indicate that structured reflective practices help preservice teachers recognize personal biases, deepen cultural responsiveness, and develop instructional strategies that affirm student identities. Implications extend to curriculum design, faculty mentoring, and systemic support in teacher education.

Authors

• Tiffany B. Robinson Young, Office of the Military - Department of Defense STARBASE High Sierra

• Jafeth Sanchez, University of Nevada - Reno