Challenges and Possibilities of Scaffolding Critical Reflection and Cultural Responsiveness for Pre-Service Special Educators

Autor/inn/en	Hassaram, Bindiya; Robertson, Phyllis M.; García, Shernaz B.
Titel	Challenges and Possibilities of Scaffolding Critical Reflection and Cultural Responsiveness for Pre-Service Special Educators
Quelle	In: Journal of Teaching and Learning, 12 (2018) 2, S.1-22 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-1154
Schlagwörter	Teacher Education Programs; Special Education; Cultural Awareness; Mentors; Culturally Relevant Education; Student Teachers; Discourse Analysis; Content Analysis; Practicums; Teaching Methods; Special Education Teachers; Scaffolding (Teaching Technique); Undergraduate Students; Program Improvement; Case Studies; Supervisory Training; Teacher Supervision; Doctoral Students; Reflection; Student Teacher Attitudes; Supervisor Supervisee Relationship + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Cultural identity; Kulturelle Identität; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Diskursanalyse; Inhaltsanalyse; Practicum; Praktikum; Praktika; Teaching method; Lehrmethode; Unterrichtsmethode; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin
Abstract	Given the nature of their responsibilities in field-based settings, university supervisors play an important role in preparing pre-service teachers to become culturally responsive and critically reflective special educators. However, supervisors themselves may not have the experience and training necessary to do so, and limited guidance is available regarding effective mentorship practices to foster implementation of culturally and linguistically responsive pedagogy (CLRP) and critical reflection. This exploratory qualitative study examined how three supervisors engaged in post-observation conferences with their student teachers to promote critical reflection about CLRP using content and discourses analyses. Findings indicated that, although student teachers engaged in discussions about CLRP and were able to critically self-reflect, supervisors were unable to facilitate critical reflection vis-à-vis institutional practices and systemic bias. Theoretical and practical implications for supervision of practicum experiences in pre-service teacher education programs are offered. (As Provided).
Anmerkungen	Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01