Center, Nebraska, Children, Youth, Families, and Schools
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
Accessibility Remediation
If you are unable to use this item in its current form due to accessibility barriers, you may request remediation through our remediation request form.
Document Type
Article
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.
Included in
Public Affairs, Public Policy and Public Administration Commons, Social Work Commons, Sociology Commons
Comments
Copyright University of Nebraska 2013