30.080-9 - Promoting Critical Reflection in Teacher Education to Achieve the Promise of Equal Educational Opportunity

• In Event: 30.080 - Roundtable Session 10

Session Type: Roundtable Session

Abstract

Though critical reflection practices are essential to disrupting educational inequities, research shows that critical reflection is an infrequently performed facet of teachers’ skill sets. Accordingly, this symposium’s presenters share research on pedagogical maneuvers designed to meaningfully engage pre-service teachers (PSTs) in the socioculturally conscious reflection processes precursory to disrupting hegemonic classroom realities. Presenter one examines how providing PSTs with sustained, discursive, and differentiated opportunities for critical reflection buttressed the development of their culturally responsive positionalities. Presenter two investigates the potential of commonplace book practices to promote critical reflection and progressive professional identifications. Presenter three concludes by illuminating ways PSTs can engage in critical self-reflection through writing and artistic expression that facilitates recognition of their own socialization.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 5: Preservice Teacher Education Coursework: Curriculum and Teaching to Improve Teacher Knowledge, Understanding, and Pedagogical Practices

Chairs

• Alison LaGarry, University of North Carolina - Chapel Hill

• Dana C. Griffin, University of North Carolina - Chapel Hill

Papers

• Tailored Teacher Education to Support Preservice Teachers' Critical Reflection Processes - Jeanne Dyches, Iowa State University

• Becoming Critical: Supporting Progressive Identity Development in Preservice Teachers Through Reflective Writing Practice - Brandon Lee Sams, Auburn University

• Critical Reflection for Critical Literacy: Examining the Translation From Self to Practice - Ashley Summer Boyd, Washington State University - Pullman