Breaking the cycle: cultivating reflective practice in early childhood teacher education

To prepare for diverse classrooms, it is crucial for preservice teachers to reflect on their biases, embrace diversity, and combat racism. This study aims to understand the experiences of preservice teachers while practicing Anti-bias and Anti-racist (ABAR) teaching approach. Researchers conducted workshops with pre- and post-surveys in two cohorts of early childhood internship courses at a mid-west university, involving 70 preservice teachers. Data was analyzed using first- and second-cycle coding by two independent coders. The survey revealed a strong need for professional development through training, teaching materials, and support systems. Preservice teachers emphasized the importance of practical experiences, meaningful connections with students and families, and acknowledging personal experiences with racism and bias. Respondents expressed positive feelings about their roles and the necessity of understanding racial bias and inequity in education. We aim to not only understand teacher candidates' perceptions on ABAR, but also guide them to make changes for the next generation.