Preparing Pre-Service Teacher Candidates to Teach for Diversity: One Teacher Educator's Story
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Abstract
While few teacher educators would disagree that the development of a professional disposition, inclusive of both cultural competence and cultural responsive, is critical, the process of assisting pre-service teacher candidates in interrogating their own firmly-held beliefs and biases is not an easy process. The goal of helping teacher candidates develop a greater self-awareness requires time, effort and a willingness to move toward reflective practice. This article chronicles one teacher educator’s attempt to improve her own teaching practice in order that she might contribute to the ongoing professional development and personal growth of the pre-service teacher candidates in her charge with regard to teaching for diversity and inclusiveness.
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