Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6849996 | Teaching and Teacher Education | 2018 | 11 Pages |
Abstract
In these pages, I describe a twelve-week qualitative study which explored how three student teachers experienced core reflection as a counter-discourse to the various “deficit discourses” they encountered and enacted during this time of their teacher education program. The results of this study suggest that core reflection may play a role in how student teachers experience the process of surfacing, interrogating, countering, and expanding beyond “deficit discourses.”
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Thomas D. Browning,