Qualitative analysis shows reflective essays reveal complexities in racial identity development for preservice teachers, indicating the impact of place-based experiences.
The following qualitative study analyzed pre-service teachers’ reflective essays during an introductory place-based educational experience class. The analysis examined how racial identity is an integral component of preservice teachers’ professional identity development. Using Helm (2007) and Howard’s (2016) racial identity developmental model, student reflective essays demonstrated the complex and dynamic processes that preservice teachers experience when engaging in diverse place-based educational experiences.
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Terry Stockton (2025) studied this question.
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