期刊
MULTICULTURAL PERSPECTIVES
卷 15, 期 2, 页码 73-80出版社
TAYLOR & FRANCIS INC
DOI: 10.1080/15210960.2013.781349
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Three case studies present how preservice teachers use reflections while learning to teach. Interviews and document analysis reveal that critical reflections evidence greater understanding of culturally relevant pedagogy and offer a platform for critical consciousness. Using critical reflectivity to develop teachers' understandings of culturally relevant pedagogy is discussed.
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