| This collective case study focused on 4 novice teachers' reflections on diversity in their classrooms and schools. The 4 participants were followed throughout their final year of an undergraduate, secondary teacher education program and into their 1st year of teaching in public secondary schools. This research was an effort to engage preservice/novice teachers in the process of critical reflection, which goes beyond the immediacy of the classroom and considers the sociopolitical impact of teaching. Critical reflection is defined here as a conscious examination of one's beliefs, attitudes, and knowledge about teaching and students with an emphasis on transformation of beliefs and practices. It is believed to benefit both teachers and students in that it considers the larger consequences of teaching (personal, social, academic, political), especially in diverse contexts. Data collected include interviews, observations, written reflections, class assignments and discussions, focus groups, personal communication, and researcher field notes.;Individual cases were developed for each of the 4 participants and those cases were analyzed for individual themes. Cases were then analyzed collectively, resulting in four emergent themes: divergent definitions of diversity, discomfort with diversity, dispositions toward diversity, and contributing factors in critical reflection. Although reflective habits ranged greatly, 2 participants showed evidence of critical reflection, recognizing the consequences of their work beyond the classroom walls into the local and global communities. The 2 additional participants attributed their lack of critical reflection to many factors, including time constraints, few students of diversity, and demands of curriculum and assessment. The study not only investigated the actual reflections of these participants but also explored the factors that prompted them to engage in critical reflection. These findings are presented in light of the information they might provide for other teacher educators who believe critical reflection is an essential component in the preparation of prospective teachers. |
