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). A conceptual framework for UCCE model. Journal of Catholic Education, 25(2), 116–135. 10.15365/joce.2502072022