Document Type

Peer-Reviewed Article

Publication Date

Winter 2012

Journal Title

Teacher Education and Practice

Volume

25

Issue

1

Version

Publisher's PDF

Publisher's Statement

Teacher Education and Practice allows for a one time upload of the Publisher's PDF to the designate repository.

Abstract

This article describes a collaborative self-study implemented to improve and refine three teacher educators’ instructional practices to better assist their teacher candidates in developing culturally responsive pedagogy and becoming reflective practitioners. The self-study is situated in three theoretical frameworks: Banks’s (2005) framework for multicultural education, Gay’s (2000, 2002, 2010) framework for culturally responsive practice, and the four pillars of the Dominican tradition at Molloy College (Donovan, 2004). This work contributes to the expanding research base of reflection and diversity in teacher education and refines articulation of the methodology of self-study. Findings reveal a need to hone and deepen personal reflective approaches, examine empowerment through the process of self-study, and focus perspectives within the contexts of cultural understanding.

Related Pillar(s)

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