The purpose of this piece is to interrogate the development of equity-mindedness with one teacher candidate (TC). Reflection is widely accepted as a component of teacher education, yet it remains under-examined as an equity-based tool. Through reflective dialogue we created ‘problem spaces’ in which TCs considered how to improve teaching and learning for marginalized students. Utilizing “thinking with theory” (Jackson & Mazzei, 2012) as the research methodology allowed us to examine the concepts of reflection from varying theoretical perspectives (Van Manen, 1991/1995; Schön, 1987; Freire, 1993) for analysis. Authors selected from an information-rich sample of written reflective dialogue between a university supervisor (Author 1) and a TC from a larger data set and analyzed this artifact of reflection through the three selected theoretical lenses. Utilizing thinking with theory to interrogate a single artifact of reflection allowed authors a multi-faceted, complex view of the TC's emerging understanding of educational inequities, developing teaching practice, and the impact of reflective dialogue with her mentor on her professional growth that would not be possible using one theoretical lens only. Engaging in open, messy, and specific critical reflection led to deeper understandings of in/equities and possibilities for teaching and teacher preparation. Application of “thinking with theory” that includes critical perspectives can afford teachers, especially in teacher education, reflective analysis and honest dialogue to change inequities in schools.
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- Pre-service teachers