Blank Canvas and Glass Ceiling: Using Visual Metaphors and Narratives to Examine Preservice Teacher Development

Abstract

When preparing college-age teacher candidates to teach in diverse contexts, knowing how they reconcile knowledge, self-author, and negotiate social relationships can enhance pedagogy and inform program design. In this article, the authors use a developmental framework they created to examine how teacher candidates’ visual metaphors about White privilege provide insight into the developmental nature of their conceptual thinking.