Children, Youth, Families & Schools, Nebraska Center for Research on
Date of this Version
2013
Citation
Copyright Tonia Durden, Diane Truscott 2013
Abstract
Three case studies present how preservice teachers use reflections while learning to teach. Interviews and document analysis reveal that critical reflections evidence greater understanding of culturally relevant pedagogy and offer a platform for critical consciousness. Using critical reflectivity to develop teachers’ understandings of culturally relevant pedagogy is discussed.
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Comments
Copyright University of Nebraska 2013