Search results for: Critical thinking
Page 1/4 33 items
“Lies My Teacher [Educator] Still Tells”: Using Critical Race Counternarratives to Disrupt Whiteness in Teacher Education
The purpose of this study was to disrupt whiteness through the use of critical race counternarratives during a critical literacy workshop with middle-school preservice teachers. Over two years, 57 preservice teachers participated in and reflected on their experiences reading master narratives and viewing counternarrative texts in a critical literacy workshop. Students responded in a variety of ways that ranged from displacing responsibility for their ignorance about the counternarrative texts onto educational structures, to troubling their roles in reproducing oppressive school environments and considering action steps for future teaching. Our research has important implications for preservice teachers, teacher educators, and those interested in implementing preservice teacher educator curriculum using a critical race theory lens.
Updated: Aug. 30, 2020
“What Do We Know about Elementary Social Studies?”: Novice Secondary Teacher Educators on Learning to Teach Elementary Social Studies Methods
This research examines the critical friendship of two doctoral students charged with teaching a methods course in elementary social studies. The primary result of this critical friendship was the overall pedagogical, affective, and intellectual support the friendship provided. The authors argue that their critical friendship is evidence that novice teacher educators can engage collaboratively in meaningful work to uncover the complexities of teacher education within the confines of academic and professional schedules that often pull doctoral students and new faculty in a number of competing directions. They argue that the results of this self-study point directly to the support needed for novice teacher educators to become effective teacher educators.
Updated: Oct. 03, 2018
This study examined the support, instruction, coursework, discussions, field and clinical experiences, and critical reflection that took place within a precollegiate Urban Teaching Academy (UTA) magnet program located in a southeastern school district. Two major themes emerged with sub-themes undergirding each. The first theme of disparate program-based experiences highlighted the three unique structures each teacher implemented to expose their students to the realities of teaching, which included their emphasis—or lack thereof—on coursework and field and clinical experiences. The second theme of student reactions to their learning experiences expressed the three differentiated curricular experiences students encountered.
Updated: Aug. 13, 2017
This study explored the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examined how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. The findings revealed that members were able to reflect on their journey of developing as social justice educators, seeing where they started and where they were still heading. This ongoing reflection and their own perception of their development kept them committed to the group and to the goal of social justice education (SJE). The findings also showed how members learned to have each other’s backs. A third result was that CIP gave members opportunities to teach SJE to others. Finally, members felt a tremendous sense of accomplishment.
Updated: Mar. 01, 2017
This meta-analysis synthesizes research on gains in critical thinking skills and attitudinal dispositions over various time frames in college. The results suggest that both critical thinking skills and dispositions improve substantially over a normal college experience.
Updated: Nov. 09, 2016
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice
In this study, the authors explore whether learning to analyze teaching in the context of Learning to Learn from Teaching (LLfT) course influenced secondary preservice teachers’ classroom instruction. The findings show that preservice teachers who systematically analyze teaching can also begin to enact practices to enable them to focus more closely on student thinking during instruction. In particular, they created space during instruction for student thinking to become visible and available for the class to consider, they attended to and took up noteworthy student ideas, and they pursued student ideas.Comparing the two cohorts, the authors observed that the preservice teachers who enrolled to the course, engaged in more student-centered practices compared with a cohort of candidates who did not participate in the course - making space for student thinking and pursuing student thinking.
Updated: Oct. 10, 2016
This article describes the context and methods used to foster students’ understandings of divergent points of view during a winter intersession colloquium that was affiliated with a campus and community lecture series at a women's liberal arts college.
Updated: Aug. 31, 2016
The present paper examines a collaborative study that two teacher educators conducted across two sites. The researchers designed the wiki to support teacher candidates’ critical thinking about learner characteristics; community, classroom, and school factors; and pedagogical content necessary to support elementary school students’ literacy development. Results show that peer collaboration on wiki exchanges supported collaboration and critical thinking about student characteristics and instructional pedagogy. The wiki posts indicated that the wiki supported candidates in considering the developmental needs of students; students’ diverse approaches to learning; and students’ existing skills, abilities, and prior knowledge. The wiki also supported candidates in considering their pedagogical practices in relation to their students’ levels of literacy development.
Updated: Jan. 20, 2016
Cultivating Critical Thinkers: Exploring Transfer of Learning from Pre-service Teacher Training to Classroom Practice
The purpose of this study was to explore the transfer of learning from teacher training to classroom practice by examining the effectiveness of CT-integrated instruction on junior high school students’ critical thinking skills and critical thinking dispositions. The findings suggest that critical thinking skills and dispositions were successfully transferred to learners.Furthermore, the results indicate that the CT-integrated English instruction had a positive impact on participants’ academic performance.
Updated: Sep. 21, 2015
This article is a report on contributions of a critical EFL teacher education course to teachers’ professional identity reconstruction. Three major shifts were observed in the participants' professional identities: from conformity to and romanticization of dominant ideologies to critical autonomy, from an instrumentalist orientation to a critical/transformative orientation of teaching, and from a linguistic and technical view to an educational view of English Language Teaching.
Updated: Mar. 09, 2015