NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1113326
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0887-8730
"Reflecting on the Reflection…": Exploring Teacher Candidates' Assumptions of Self and Others through Facilitated Reflection
Smith, Michael D.; Glenn, Tristan L.
Teacher Educator, v51 n4 p314-334 2016
The literature on culturally responsive pedagogy suggests an interaction between teachers' biases and subsequent encounters with students. To gain perspective on these (un)conscious biases, teacher candidates are encouraged to (re)consider their assumptions about "the other" through reflection. This article presents findings from a study that used a two-part reflection assignment to explore teacher candidates' beliefs and predispositions about diversity, teaching, and learning. This assignment was designed as a set of companion reflection papers accessing teacher candidates' assumptions about students, families, and communities of color at the beginning and end of a diversity course. Findings from this study indicate the degree to which the "reflection-on-the-reflection" assignment (a) captures teacher candidates' initial reflections about cultural and linguistic diversity; (b) facilitates reflection on initial beliefs after exposure to diversity course content; and (c) provides instructors with data about course elements that influenced candidates' reported beliefs and assumptions.
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
Identifiers - Location: New York
Grant or Contract Numbers: N/A