Children, Youth, Families & Schools, Nebraska Center for Research on
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