Preparing Teachers for Diverse Classrooms through Reflective Practice Using Disciplinary Writing

Teacher preparation programs are called to build on candidates’ prior knowledge and experiences to meet the needs of all of their future students. In this manuscript, we share multicultural disciplinary writing assignments used to support teacher candidates in their growth as inclusive educators. While assignments were designed for preservice candidates, they can also be adapted to support new teachers in induction programs or those who continue to grow their practice through coaching or professional development. Reflecting on sociocultural locations, leveraging the identities and cultures of their students and families, and practicing empathy were all emphasized in the assignments. The teacher candidates who completed the disciplinary course writing assignments were encouraged to apply these actions beyond their teacher education coursework. Lastly, teachers enrolled in the program used the writing tasks as an opportunity to highlight their pedagogical learning and expertise in their disciplines, reflect on their teaching practice, and, in some cases, publish their work in practitioner journals.