Children, Youth, Families & Schools, Nebraska Center for Research on
Document Type
Article
Date of this Version
2014
Citation
Race Ethnicity and Education 2014
Abstract
This qualitative study explores racial identity development of teacher candidates during a teacher preparation program dedicated to preparing teachers for diverse classrooms. Two black teacher can-didates in the United States demonstrate their racial identity development through critical reflections offered throughout the program. Findings suggest that teachers’ racial identities shaped their con-structions of culturally relevant (CR) pedagogy. Implications for teacher education programs include considering how the development of CR pedagogues is influenced by teacher candidates’ racial iden-tities and experiences.
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Comments
Copyright University Nebraska 2014