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ERIC Number: EJ1104265
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1361-3324
Using an Adult Development Model to Help Explain Pre-Service Teacher Resistance to Learning about Race
Puchner, Laurel; Markowitz, Linda
Race, Ethnicity and Education, v19 n5 p1043-1062 2016
This article shows the potential usefulness of applying Kegan's constructive-developmental model to White teacher education students' difficulties in understanding racial dynamics in US society. The data for this analysis come from a study examining the evolution of White teacher candidates' understandings and practices related to diversity as they experienced different parts of an undergraduate teacher education program over a two-semester period. We describe the case of one of the students, Michelle, focusing on the contradiction between Michelle's intense engagement, hard work and enjoyment in her required Foundations course and her simultaneous rejection of core ideas of the course. We show how Kegan's model is helpful in explaining this contradiction and discuss implications for teacher educators.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A