Teaching Diversity to Preservice Teachers: Encouraging Self-Reflection and Awareness to Develop Successful Teaching Practices

Abstract

The purpose of this article is to promote discussion of how teacher education programs can better prepare teacher candidates to teach for social justice in ethnically and culturally diverse schools. The authors suggest that teacher education programs must develop teacher candidates’ capacity to teach for social justice through preparation programs that encourage critical reflection and awareness of one’s beliefs, perceptions, and professional practice. The authors ask the following questions: How can teacher educators provide structures in professional preparation programs that will produce reflective practitioners? How might we prepare teacher candidates who are constantly thinking about how they perceive their students and their families and how those perceptions affect the way they relate to students? Through a discussion of five case scenarios, the authors discuss prior research on preparing teachers for culturally diverse schools and offer suggestions for improving professional education programs.

Teacher preparatory programs : first year teachers' readiness for dealing with student diversity

“…Phuntsog (1999) supports this statement by noting the primary challenge facing educators is in creating educational settings which preserve the cultural authenticity and legitimacy of each child at the same time augmenting their academic successes. Supporting students of poverty and culturally diverse students, who are comprised in today's typical classrooms, requires prospective teachers to have the skill set to work with students from these diverse backgrounds (McDonald, Tyson, Brayko, Bowman, Delport, & Shimomora, 2011;Phuntsog, 1999;Sanders, Haselden, & Moss, 2014). "Teacher preparatory programs (TPP) need to help prospective teacher candidates (PTC) reject deficit views and recognize that issues of status, power, and economic circumstances all play a role in shaping outcomes for students" (Commins, 2014, p. 103).…”

“…In order to provide these experiences, TPP must first concentrate on reframing teacher thinking resulting in the reframing of instruction which is the subsequent logical second theme (Brown, 2007;Bryan & Atwater, 2002;Cochran-Smith, 1991;Gay, 2002;Grossman & McDonald, 2008;Kidd, Sanchez, & Thorp, 2008;Villegas & Lucas, 2002). An emphasis on teacher reflection materialized as the third theme (Davis, Ramahlo, Beyerbach, & London, 2008;Howard, 2003;Sanders, Haselden & Moss, 2014). A focus on non-academic skills is the fourth theme (Bondy, Ross, Gallingane, & Hambacher, 2007;Wlodkowski & Ginsberg, 1995).…”

“…Emphasizing on teacher reflection. Teacher reflection is a critical component in TPP so that prospective teachers have an opportunity to address any preconceived assumptions or past negative experiences (Davis et al, 2008;Howard, 2003;Kidd, Sanchez, & Thorp, 2008;Sanders, Haselden, & Moss, 2014). Howard (2003) goes on to say that this reflection is a private way in which teachers are able to confront their own attitudes regarding diverse student populations; they must be willing participants for this practice to be successful.…”

“…"Recognition of factors that disadvantage many students is a pre-requisite for change in how educators operate in schools" (Sanders, Haseldon, and Moss, 2014, p. 175). Prospective teachers may either have concerns about, or a discomfort in, working with diverse student populations and the first critical step of addressing these issues is self-reflection (Howard, 2003;Kidd, Sanchez, & Thorp, 2008;Sanders, Haselden, & Moss, 2014). Davis et al (2008) noted that when prospective teachers were asked to reflect on their work with diverse student groups, a struggle occurred as they began to establish a new identity and their subsequent empowerment when the final transformation to culturally sensitive teacher was complete.…”

“…In order to meet the needs of all students within their classroom, including those who identify within a diverse population, prospective teachers must address their own dispositions and perceptions. Through the process of critical reflection, prospective teachers who do have the academic skill set and knowledge to work with diverse student populations, will also align their beliefs and learn to respect the students' experiences (Howard, 2003;Kidd, Sanchez, & Thorp, 2008;Sanders, Haselden, & Moss, 2014). Kidd, Sanchez, and Thorp (2008) add an additional layer to the need for critical reflection in that it ultimately improves instruction by addressing the challenges prospective teachers face.…”