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Striving for Critical Reflection in Multicultural and Social Justice Teacher Education: Introducing a Typology of Reflection Approaches
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Gorski, Paul C.; Dalton, Kelly – Journal of Teacher Education, 2020
Multicultural and social justice teacher education (MSJTE) scholars often have argued the importance of critical reflection in the cultivation of equity and social justice minded educators. In this critical content analysis study, we used existing conceptualizations of critical reflection to analyze reflection assignments from MSJTE courses in…
Descriptors: Multicultural Education, Social Justice, Preservice Teachers, Preservice Teacher Education