Search results for: Critical thinking
Page 2/4 33 items
The goal of this case study was to examine ways that a multicultural perspective using critical literacy practices engaged practicing teachers to rethink and re-vision oppressive hegemonic structures and attitudes regarding immigrant students and their families and helped them to develop as critical educators. The authors wanted to assess in what ways using current and controversial issues helped teachers to develop their capacities to understand and critique the world in more complex ways and what impact these experiences had on their teaching practice.
Updated: Dec. 23, 2014
This study explores how interns’ video-based reflections provide evidence that the use of video records of teaching interns’ promotes the development of critical reflection around instruction and learning. Key findings suggest that the existing literature on reflection suggests that beginning teachers rarely, if ever, reflect on issues related to instruction and learning, reflection on instruction and learning can emerge early in a novices’ development when video is used as a mediating tool.
Updated: May. 26, 2014
This article has two purposes: (1) to investigate how Taiwanese teachers of English as a Foreign Language turned experiences into critical reflections via journal writings and (2) to describe how they gauged critical reflections as teaching inquiry. The results indicate that critical reflection as teaching inquiry helped the teachers deal with situations of uncertainty, instability, and value conflict in multiple contexts. Critical reflections enhanced teachers' understanding and brought about changes in their awareness of instructional effectiveness and teaching beliefs in their practice.
Updated: Oct. 17, 2013
This paper outlines the process of the self-study research which the author undertook on her work as a teacher in a primary school on the west coast of Ireland. The article examines how, through reflection on and thinking critically about her work, the author gained new insight and understanding of her practice and developed a new epistemology of practice. The author concludes that in the research process, she developed a new understanding around her digital projects such that she can now perceive them as processes for developing spiritual and holistic approaches to learning and teaching.
Updated: Oct. 02, 2013
This article reports on a mentoring programme in a university at the Republic of Ireland, which provides an accreditation pathway to a master’s level qualification. The authors adopted three different and complementary lenses through which to consider mentoring as an academic and professional practice: (a) the international literature; (b) their own reflective and reflexive dialogue; and (c) observations from mentor teachers’ efforts to interrogate their own professional practices. The authors conclude by arguing for productive mentoring, for sustainable change, as an academic, caring and professional practice that is contextually responsive.
Updated: Sep. 30, 2013
This article describes a critical and creative reflective inquiry (CCRI) structure and processes, as well as participant evaluations. CCRI has a three-phased structure: descriptive, reflective, critical/emancipatory. The CCRI method created a communicative space for leaders to critically reflect, feel supported and develop knowledge and skills that they could immediately apply to daily leadership practice. Skilled facilitation was found to be essential for enabling learning and efficacy and the use of creative expression enriched the inquiry, offering new and unexpected insights.
Updated: Apr. 28, 2013
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings
The authors present a targeted critical review of research focused specifically on the nature of professional development programs purported to emphasize inquiry. The review analyzes the features of each program and critiques the reported outcomes of each study. The findings suggest a general alignment with recommended features of effective PD as outlined in the literature with a few notable exceptions, including: supporting teachers in developing inquiry-based lesson plans, providing authentic inquiry experiences, and focusing on science content for teachers.
Updated: Mar. 24, 2013
Incorporating Critical Thinking in the Pedagogical Content of a Teacher Education Programme: Does It Make A Difference?
This study assesses the effects of a critical thinking-based pedagogical course on student teachers’ content knowledge and CT disposition. Although the students who were exposed to CT-based instruction showed better progress in both academic achievement and CT disposition than in traditional instruction, this result was not statistically significant according to the Mixed Factorial ANOVA and ANCOVA results.
Updated: Mar. 24, 2013
Field-Based Teacher Education in Elementary Media Literacy as a Means to Promote Global Understanding
This article describes a university-school partnership that supports the professional development of preservice teachers and elementary teachers. The authors introduced the instructional principles and practices of media literacy education. The authors wanted to support children's critical thinking and communication skills while deepening their understanding of the peoples and cultures of the Middle East. This case study of a university-school partnership shows how a partnership between preservice teachers and elementary educators may help combat stereotypes, support critical thinking about media and technology, develop composition and creative skills, and promote children's global understanding of the people and cultures of the Middle East.
Updated: Jan. 14, 2013
This article examines a few of the emergent cases that have used technology in educational assessment from the perspective of innovation and support for teaching and learning. The assessment cases were drawn from contexts that include large-scale testing programs as well as classroom-based programs. Assessment programs should be designed to produce results that allow educators and policy makers to address a variety of questions about how a nation, state, district, school, program, group, or individual is performing. The article concludes that extensive technology-based systems that link curriculum, instruction, and assessment at the classroom level might enable a shift from today’s assessment systems to a balanced design.
Updated: Jun. 11, 2012