Using Core Reflection to Address the Deficit Discourses of Student Teachers

• In Event: 66.027 - Countering Deficit Discourse: Preservice Teachers' Experiences in Field Placements

Abstract

This paper presentation details the results of a 12 week qualitative study that looked at how three teacher candidates experienced core reflection as a counter-discourse to the various “deficit discourses” they encountered during their student teaching. The results of this study suggested that interrogating and expanding beyond “deficit discourses,” through applying positive psychological concepts via core reflection, may broaden the views student teachers hold towards their students.

Author

• Thomas Browning, Indiana University - Bloomington