Addresses issues related to the application of learner-centered psychological principles (LCPs) in higher education, specifically, the promotion of self-regulated learning and the importance of examining preservice teachers' beliefs regarding students, learning, and teaching, suggesting learner-centered instructional practices in teacher education…

Examines liberatory pedagogy in the context of helping beginning teachers become open to liberatory ideas as they construct themselves as teachers and begin to develop their practice. The paper considers practice and prospective teachers as learners of practice, then examines what this suggests for the construction of opportunities for prospective…

Presents findings from a study about what a group of teacher education graduates learned about race as they prepared to teach in multicultural classrooms. Findings suggest that field experiences potentially teach passivity toward culture, learning about race needs to go beyond being a personal benefit to white teachers to competence in teaching in…

Maps the intersection of cultural diversity, reflective teaching, and moral value, synthesizing them into a consistent model and exploring implications for teaching and teacher education. This model of reflection is phronesis, the virtue of thought that permits correct reasoning in decisions involving virtues of character. Illustrated by stories…

Offers critical reflection as a prelude to creating culturally relevant teaching strategies, outlining theoretical and practical considerations for critical reflection and culturally relevant teaching for teacher education and asserting that the development of culturally relevant teaching strategies is contingent upon critical reflection about…