"Diversity Needs to Be Celebrated": Critical Reflection and Transformative Practice of Prospective Teachers of Color

• In Event: Linking Reflective Practice to Transformative Action for Social Justice and Equity

Abstract

Students of color account for more than half of the total K-12 student population in the United States. However, teachers of color account for less than 20 percent the entire teaching force. As a response, teacher education programs have made efforts to recruit more future teachers of color to better support students of color. It is equally important for teacher education programs to understand the strengths and assets of prospective teachers and provide adequate preparation for them to become transformative teachers. This qualitative case study explored how six prospective teachers of color reflect critically on teaching and learning and whether or not their critical reflection led to transformative actions in their teaching.

Authors

• Katrina Liu, University of Nevada - Las Vegas

• Richard C. Miller, University of Nevada - Las Vegas

• Haojie Cui, University of Nevada - Las Vegas