Search results for: Critical thinking
Page 3/4 33 items
In this article, the authors describe the challenge of teaching action research within the context of an undergraduate community health psychology module. The module was designed using principles from transformative learning, critical pedagogy and action learning. The module took place over one semester; and 15 students participated in the module. The authors reflect upon the students' experiences in the module and the learning outcomes. The authors conclude by addressing the major challenges involved in teaching action research to increase critical understanding.
Updated: Jan. 23, 2011
Teachers’ Collective Actions, Alliances and Resistance within Neo-liberal Ideas of Education: The Example of the Individual Programme
This paper uses ethnographic research from an Individual Programme (IP) in a Swedish upper secondary school to explore how alliances, collective actions and resistance can be materialised within the changed system. The author found that the teachers in the study tried to implement consciousness-raising work in three ways: through ‘encouraging critical awareness’, ‘encouraging students’ collective actions’ and ‘working towards a collective’.
Updated: Oct. 29, 2010
The purpose of this paper is to share the findings of a 4-year qualitative study investigating the relationships forged and teaching ideologies constructed by Latino pre-K teachers via critical “storying” within a culturally responsive professional learning community. Findings suggest that as teachers learned to recognize, listen to, and learn from the personal/professional individual and collective life histories of each other, their teaching efficacy was enhanced increasing their ability to develop effective literacy instruction that was culturally and linguistically responsive to the needs of young children.
Updated: Aug. 31, 2010
Peer Feedback in an Undergraduate Programme: Using Action Research to Overcome Students' Reluctance to Criticise
Within an undergraduate programme, a four-year action research project implemented, evaluated and refined a regime of peer assessment focused on generating high-quality peer feedback. Changes in structure and process transformed a system that had initially been characterised by a reluctance to criticise fellow students into one that produced immediate, reflective and useful peer feedback. The two key factors in this transformation appear to be: making peer assessment openly and exclusively formative; and vesting ownership of all data generated by the process in the student being assessed.
Updated: Jun. 29, 2010
This case study describes a critical perspective offered by Ann, a First Nations learner. Ann described her experience of teacher education, and how she came to question different aspects of her university program and practicum assignment which challenged her understandings of self. The situated knowledge of pre-service teachers can offer alternative perspectives to guide the future of teacher education by drawing attention to shifts underway among students that will change the nature of professional practice.
Updated: May. 09, 2010
In this article, the author suggests parables as means for enlivening teacher education and for stretching understanding. The author starts by offering a definition of parables. Then, the author presents an analysis of three examples—The Storm, The Sower, and The Fish and the Turtle—to illustrate some of the rich interpretative possibilities they offer for thinking critically and imaginatively about teaching and learning. Finally, the author considers a few reasons why parables have potential for enhancing teacher education, including as a means for exploring moral commitments and beliefs and for generating theories about teaching and learning.
Updated: Apr. 27, 2010
In this article, the authors were interested to examine the assertion that testing students on higher order thinking skills may reinforce these skills among them. Therefore, they developed a graduate course for inservice science teachers which combines face-to-face classroom discussions with online activities, interrelating teaching, learning, and assessment. The study examined the learning processes and outcomes of 51 graduate students.
Updated: Nov. 03, 2009
The demographics of classroom teachers and teacher educators do not mirror the diversity found in today's schools. As we prepare preservice teachers to be quality educators for all students, we must work to ensure that they are examining issues of equity and diversity that will affect those they teach. The article examines this challenge from the author's perspective as a teacher educator. Through self-study research, the author considers how she, as a white, female, middle-class teacher educator, attempted to help preservice teachers to think beyond their own experiences. In the end, what she categorized as a strictly intellectual pursuit uncovered something much deeper: the impact of emotion on learning in a university classroom.
Updated: Aug. 24, 2009
In an effort to promote a critical reflective stance in the beginning teacher, this study developed an instructional model for preservice teachers at the undergraduate level. The authors' assumptions were that this assignment would help student teachers develop a readiness to engage in professional inquiry and that it would foster the development of a professional practice based on a critical reflective stance. The sample consisted of students in two sections of a student teaching seminar course taken during their last semester of undergraduate course work.
Updated: Jul. 09, 2009
This article describes how the development of critical reflection in student teachers has been made an explicit part of a teacher education program. The authors used a rubric presented by Ward and McCotter, (2004) and supported by an online discussion forum. This rubric was used in a meta-analysis activity where students identified the quality of critical reflection in their lesson evaluations.
Updated: Jun. 03, 2009