Countering deficit discourse: Preservice teacher experiences of core reflection |
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| Institution: | 1. Universtiät Wien, Vienna, Austria;2. University of North Carolina, Chapel Hill, NC, USA;1. Broward County Public Schools, 600 SE 3rd Ave, Fort Lauderdale, FL 33301, USA;2. University of Alabama, PO Box 870232, Tuscaloosa, AL 35487, USA;3. Georgia State University, 30 Pryor St. SE, Atlanta, GA 30303, USA;4. Temple University, 1301 Cecil B. Moore Ave, Ritter Hall/Ritter Annex (003-00), Philadelphia, PA 19122-6091, USA |
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| 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.” |
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