The Development of Critical Consciousness of Preservice Teachers in a Teacher Preparation Program

• In Event: AERA Poster Session Friday 3:45pm
  In Poster Session: Constructing Futures of Teacher Education: Equity, Technology, and Transformative Frameworks

Abstract

In public K-12 schools today, new teachers lack preparation in the development of their critical consciousness (CC). This study investigated how a teacher preparation program developed preservice teachers’ CC in order to better prepare them for diverse groups of students and the challenges these students face. This study used a mixed methods explanatory sequential design with a case study design and will consist of two distinct phases: quantitative followed by qualitative followed by mixed methods (Creswell & Plano Clark, 2018). The four key findings of this study include (a) high growth in critical action; (b) critical reflection as doubting, questioning, and building back up; (c) the “layering” of critical consciousness; and (d) the CCES is an imperfect measure of CC.

Authors

• Nadia Alma Saldaña-Spiegle, University of Denver

• Maria del Carmen Salazar, University of Denver