Abstract
Each preservice or inservice teacher who faces the prospect of student diversity in clinical experiences or practice settings does so with an individual set of assumptions about cultures and languages that differ from his or her own. Mezirow (1991) maintained that reflections on such assumptions and presuppositions about oneself and others can lead to “transformative learning”; or “learning that transforms problematic frames of reference."
Keywords: NCATE Standard 4, teacher, education, curriculum, ambitious, goals, student, challenges, critical, reflection, diversity, language, transforming, undergraduate, graduate
How to Cite:
Martinez, T., Penner-Williams, J., Herrera, S. & Rodriguez, D., (2011) “Transforming Undergraduate and Graduate Candidate Social Perceptions About Diverse Learners through Critical Reflection”, Educational Considerations 38(2).
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