Liberating the oppressed consciousness of preservice teachers through critically reflective praxis

Abstract

This article focuses on preservice teachers’ critical reflections on after-school, one-on-one tutoring of learners. We discuss the conceptualisation of two modules in which the tutoring is located. Reflective dialogue is used to capture preservice teachers’ tutoring experiences and perceptions. A critical theory lens is used to analyse preservice teachers’ reflections to distinguish between reflection that remains at a descriptive level and that involving more criticality and consideration of social change. We argue that the afterschool tutoring approach creates opportunities for preservice teachers to reflect on the practice of tutoring and creates opportunities for advancing their critical reflection on social change as pedagogy. Our analysis shows opportunities to critically reflect on key elements of pedagogy that arose within the tutoring experience, but preservice teachers needed support in challenging assumptions they have of learners, and what it means to engage them explicitly.