Unpacking Power and Building Relationships: The Role of Critical Reflection in Preschool Internship

• In Event: Dismantling Racist and Oppressive Systems in Teacher Education for a Multiracial Democracy

Abstract

Critical reflection in coursework for interns is part of creating culturally responsive and equity-oriented teachers (Isek-Ercan & Perkins, 2017). This qualitative study (n=10) analyzes pedagogical reflections of early childhood students in preschool internship for issues of power and equity using the lens of Collins’ domains of power (2008). The question, how do early childhood education [ECE] interns use a critical analytic lens as a framework for reflection to inform their preschool internship experiences, guided the study. The study found that development of critical analytic skills may function as a protective factor when entering these internship spaces. Students who actively addressed critical issues bolstered relationships with children and cooperating teachers, and saw greater connection to critical coursework.

Authors

• Charlene Montano Nolan, Western Washington University

• Tasha M. Tropp Laman, Western Washington University

• Carolyn Brennan, Western Washington University

• Jessica M. Kirchhofer, Western Washington University