scholarly journals Critical Thinking in Teacher Education: A Process-Oriented Research Agenda

1992 ◽  
Vol 17 (2) ◽  
Author(s):  
Paul Hager ◽  
Michael Kaye
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Research Agenda ◽  
Process Oriented ◽  
Oriented Research

Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Erna ◽  
R. Usman Rery ◽  
Wiji Astuti ◽  
Sulismayati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Test Technique ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Process Oriented ◽  
Academic Year ◽  
Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru.   The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.

Academic quality management in teacher education: a Singapore perspective

2014 ◽  
Vol 22 (1) ◽  
pp. 53-64 ◽  
Author(s):  
Sylvia Chong
Keyword(s):  
Teacher Education ◽  
Quality Management ◽  
Teacher Development ◽  
Systems Approach ◽  
Education Institution ◽  
Academic Quality ◽  
Content Type ◽  
Architectural Framework ◽  
Teacher Education Institution ◽  
Process Oriented

Purpose – Quality assurance and management is vital for the continuous improvement of the content, delivery and development of teacher education programmes. This paper seeks to explore theoretical issues and ideas in assessing the quality preparation of teachers in the Singapore context. Design/methodology/approach – An academic quality framework provides an architectural approach to optimizing quality processes, transitioning from a disjointed set of quality processes to an integrated workflow based upon established best practices. Findings – The architectural framework provided a systematic focus to develop and sustain the academic quality of the teacher development programmes. Quality change and developments occur through collaboration and learning. The emphasis is on quality management as a process-oriented strategy. Originality/value – There is a shift in paradigm from traditional models of programme evaluation to a systems approach that incorporate multi-dimensional models to impact administration, teaching and research in a teacher education institution. Thus Singapore's teacher education quality management should be considered beyond a set of measurement tools towards a systematic, scheduled and focused examination as a whole, as a process-oriented strategy.

Scholarly skills as everyday practice – implications for education

2016 ◽  
Vol 6 (3) ◽  
pp. 224-236
Author(s):  
Inga Wernersson ◽  
Monica Hansen Orwehag
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Professional Education ◽  
Design Education ◽  
Research Question ◽  
Work Practice ◽  
Content Type ◽  
Analytical Skills ◽  
One Year ◽  
Almost All

Purpose – The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice and what implications this understanding may have for (especially) teacher education. Design/methodology/approach – Engineers, nurses and teachers who had worked for at least one year after their education was interviewed (telephone interviews). Four interviews from each category were made in this exploratory study. Findings – Few of the interviewees spontaneously connect their research methods training or other elements of scientific thinking in their education to everyday work practice, but all give examples of systematic, reflective and critical elements as features present in the occupational context. Almost all also view the final thesis work done in their respective programmes as a gratifying experience. Further, they describe the freedom and independence they have in their choice of research question and form of work as appealing and encouraging. Research limitations/implications – The study is exploratory and the results should be used to develop ideas about how to improve scholarly/scientific training in profession-oriented higher education programmes. Practical implications – This paper explore ways to understand and further develop the teaching of scholarly/scientific attitudes and ways of thinking in profession-oriented university programmes. Social implications – Scholarly skills such as critical thinking, analytical skills and awareness of different perspectives are important in all professions. How to design education to optimize such skills is important for people and society. Originality/value – The value of the study is that it is a try to use experiences from different fields to improve the generic scholarly aspects of professional education (especially teacher education).

Critical Thinking for Practice

2019 ◽  
pp. 19-36
Author(s):  
Loren Jones ◽  
Sharon L. Smith ◽  
Luciana C. de Oliveira
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Education Program ◽  
Lesson Plans ◽  
Elementary Student ◽  
Critical Approach ◽  
Teaching Practicum ◽  
Problems Of Practice

This chapter presents an analysis of the feedback that the three authors gave on lesson plans created over the course of three semesters by pre-service teachers (PSTs) in an elementary student teaching practicum and how this feedback led to changes in PSTs' critical thinking about teaching. The authors use the term critical thinking for practice (CTP) to refer to a critical approach to understanding problems of practice. They show what PSTs took up and modified in their lessons and what they adapted in their teaching based on reflections with the authors, all supervisors in a teacher education program.

Critical Thinking in Teacher Education

2019 ◽  
pp. 1-18
Author(s):  
Katie Peterson-Hernandez ◽  
Steven S. Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Preparation Programs ◽  
Literacy Methods

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

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