ABSTRACT

This chapter examines the role that teacher education programs play in facilitating the development of a teacher identity with their pre-service teachers. It explores how teacher educators have attempted to help prospective teachers, specifi cally white and middle-class prospective teachers, refl ect on their individual and social identities as they develop their professional identities. Beginning with the Multicultural movement through current practices, I trace the ways that teacher education programs have incorporated strategies for teaching diverse learners.