Teacher Candidates’ Perceptions of Debriefing Circles to Facilitate Self-Reflection During a Cultural Immersion Experience

Addleman, Rebecca A.; Brazo, Carol Jo; Dixon, Kristin; Cevallos, Tatiana; Wortman, Shary

doi:10.1080/1547688x.2014.898485

Cited by 6 publications

(2 citation statements)

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“…Many fellows spoke about the lack of support and troubling stereotypes that family members expressed about their choice to explore teaching in an urban area. Literature exists about the challenges and possibilities of eliciting paradigm shifts among White preservice teachers (e.g., Addleman, Brazo, Dixon, Cevallos, & Wortman, 2014; Cochran-Smith, 1995; Cook-Slather, 2009; Picower, 2012; Sleeter, 2001). However, few studies look at the phenomenon of returning home a changed person among White preservice teachers.…”

Section: Discussionmentioning

confidence: 99%

“Change Happens Beyond the Comfort Zone”

Riley

Solic

2017

Journal of Teacher Education

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Section: Discussionmentioning

confidence: 99%

“Change Happens Beyond the Comfort Zone”

Riley

Solic

2017

Journal of Teacher Education

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“…It was positive that most SETCs grew from the redesign of the course and gained cultural awareness through and appreciation of critical self-reflection. Other studies have demonstrated that teacher candidates became more aware of the importance of CRE practices through explicit instruction regarding the concept (Acquah & Commins, 2017;Iwai, 2013) and that reflection was an important aspect of good teaching (Addleman et al, 2014). Both cultural awareness and critical reflection are necessary components to become culturally competent (Howard, 2003;Ladson-Billings, 2014).…”

Section: Discussionmentioning

confidence: 98%

Critical Self-Reflection as Disruption: A Black Feminist Self-Study

Kressler

2020

JCVE

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As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.

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