Cultivating Equitable Beliefs with Core Reflection

Abstract

In a study of seven practicum students, I found that core reflection assisted them in surfacing internal obstacles that could be categorized as deficit-based or structural beliefs. Core reflection also seemed to aid participants in actualizing their core qualities in response to these obstacles.  Questions explored in this paper include: “How can teacher educators facilitate equity literacy while simultaneously addressing the felt needs of preservice teachers?” and “How can core reflection assist in this process?” It is my hope that this paper may assist with the application and research of core reflection, while also providing new avenues in which to approach equity and holistic reflection.