Transformative Teaching through Critical Reflection: A Study of Preservice Teachers in MAPEH Programs

Abstract

This study analyzed the testimonies of preservice teachers engaged in transformative teaching, guided by Butin's political lens. This lens illuminated the preservice teachers' experiences, enabling them to overcome pressures in the learning environment and recognize the vital role of parents in teaching. The preservice teachers' reflections revealed encounters with parents who complained about their children's grades and those who had not cooperated in school activities. Given their awareness of parents' crucial role in students' academic development, preservice teachers responded positively to these concerns. Preservice teachers incorporated parents' viewpoints into teaching-learning processes, fostering a reversal of antagonism and negative attitudes towards school. Furthermore, preservice teachers encouraged students to express their apprehensions openly, fostering a sense of belonging and ensuring their opinions were considered in teaching plans. Preservice teachers recognized the value of student insights and behavior in re-arranging teaching plans. Transformative teaching and learning promote openness to diverse opinions within the educative process, valuing views in constructing learning experiences.