Essays in Education


Over a ten week period, two early childhood teacher educators purposefully tried to transform their students’ thinking toward a more critical stance about the at risk discourse. By posing weekly questions to a cohort of early childhood preservice teachers participating in a mentoring program for at risk children, this inquiry into reflective practice sought to find out if intervention by teacher educators would affect a shift in preservice teachers’ understanding of what it means to be placed at risk. Through a two stage reading of their reflections written in response to each question, the authors illuminate the personal and cultural assumptions held by these future teachers. Although this study confirms research that suggests that a single intervention will probably not result in substantial changes in preservice teachers’ worldview, there was encouraging evidence that transformations might occur if the process became an ongoing one.

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