Critical Transformation: A Conceptual Framework for Examining the Impact of UCCE Programs on Latinx Catholic School Teachers

Authors

Antonio Felix, Loyola Marymount UniversityFollow
John Beltramo, Santa Clara UniversityFollow
Lisa Archuleta, Santa Clara UniversityFollow
Marie Rodrigues, Santa Clara UniversityFollow
Mariajose Gomez, Loyola Marymount UniversityFollow
Angel Yanes, Loyola Marymount UniversityFollow

Abstract

Our paper represents a conceptual framework designed to (a) help current stakeholders within the University Consortium of Catholic Education (UCCE) critically reflect on their respec­tive programs’ support of Latinx Catholic school teachers and (b) provide guidance for Catholic edu­cation researchers in their future inquiry into the UCCE model of teacher formation. Our conceptual framework centers on three principles derived from both critical theory and empirical research into the support of Latinx teachers: critical consciousness and praxis, dialogue, and partnership. We use these principles to raise issues and pose reflection questions that can help UCCE stakeholders and Catholic education researchers explore how UCCE programs can further transform their efforts in developing the next generation of Latinx Catholic school teachers.

DOI

10.15365/joce.2502072022

First Page

116

Last Page

135

Creative Commons License

This work is licensed under a Creative Commons Attribution 3.0 License.

Recommended Citation

Felix, A., Beltramo, J., Archuleta, L., Rodrigues, M., Gomez, M., & Yanes, A. (2022). Critical Transformation: A Conceptual Framework for Examining the Impact of UCCE Programs on Latinx Catholic School Teachers. Journal of Catholic Education. https://doi.org/10.15365/joce.2502072022