Teacher learning is a complex and important idea, given the proposed centralized role these individuals have in eradicating the inequitable school outcomes for students of color. It is necessary that researchers document the complex trajectory of learning that occurs as teachers engage in critical reflection on their practice. In the current study, white, female teachers examined the ways their own beliefs, assumptions, and values impacted classroom interactions with students of color, as well as the ways power, privilege, and whiteness manifested in the classroom.
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- Teacher Education
- Education Policy
- Cultural Historical Activity Theory
- teacher learning
- Racism in education--United States.
- Teachers, White--United States--Attitudes.
- Teachers, White
- Women teachers--United States--Attitudes.
- Women teachers
- Reflective teaching--United States.
- Reflective teaching
- Partial requirement for: Ph. D., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 170-183)Note typebibliography
- Field of study: Educational leadership and policy studies