Search results for: Critical thinking

This paper reports on a case study that tracked a group of beginning teachers who were undertaking an employment-based model of Initial Teacher Education (ITE). This ITE program combined academic study for a Masters-level degree with part-time employment in secondary schools. The beginning teachers were concurrently engaged in face-to-face and blended learning, with substantial professional in-school experience (0.8). The focus of the study was an investigation of the development of clinical judgement and how these beginning teachers articulate the knowledge, skills and attributes required for their professional decision-making with a model of clinical teaching. Drawing on data collected using open-text questionnaires at two-time points, findings of the study indicate a strong acknowledgement of the centrality of a student centered focus by the beginning teachers. Participants’ responses indicated awareness of the importance of using data to identify learning need/s and for planning pedagogic interventions. However, there was comparatively limited evidence of beginning teachers generating data on or reflecting on the implications of their pedagogical choices to inform adjustments for future interventions. This highlights the importance of providing beginning teachers with ongoing support to build their clinical judgement and refine its application in clinical teaching.

The purpose of the current study was to determine the impact of different forms of feedback (text/image/video) on the transactional distance (TD) perceptions and critical thinking skills (CTS) of the learners in online collaborative discussions. The study was designed as a quasi-experimental study and was carried out with the participation of 104 pre-service teachers. TD Scale and Critical Thinking Standards Scale were used as data collection instruments. The findings revealed that whilst the form of feedback had a significant difference on TD perception, it did not create a significant difference on CTS. When the impact of feedback form on TD perception of the learners was examined, it was seen that the group with the lowest TD perception was the one which was given video-based feedback in online discussions. This group was followed by the groups to whom image- and text-based feedback was given.

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.

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.