scholarly journals Promoting Critical Thinking Through Discussion

2007 ◽  
Vol 4 (6) ◽  
Author(s):  
Valeri R. Helterbran
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Education Program ◽  
Student Voice ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Democratic Society ◽  
Initial Experience ◽  
College Level

Being able to think and speak effectively and thoughtfully is a valuable commodity to function successfully with civility in a democratic society and must be practiced. A form of discussion called Socratic seminaring, enhances teaching and learning at the college level in this regard by encouraging the development of thinking skills and student voice. In this article, readers are offered an opportunity to view the author’s initial experience with this form of discussion at the college level within a teacher education program from theoretical and practical lenses.

scholarly journals Teacher education program supporting critical thinking skills: a case of primary school teachers

2021 ◽  
Vol 10 (41) ◽  
pp. 188-198
Author(s):  
Sevgi Celik
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Primary School ◽  
Science Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Teachers ◽  
Primary School Teachers

This quantitative study investigates the needs of primary school teachers for better Teacher Education Program supporting critical thinking skills. The study was carried out at four different public and private primary and secondary schools in Erbil, Iraq, during the 2019–2020 academic year, when the COVID-19 pandemic caused the suspensión of classes and the closure of educational centers. An online survey was conducted with 48 physics, mathematics, Kurdish, and social science teachers to gather data regarding how teachers support students’ critical thinking skills in the classroom. The data was analyzed using descriptive statistics and revealed that teachers were inefficient in encouraging students to use critical thinking skills in the classroom. The findings indicated that teachers require training to improve skills such as open-mindedness, asking high-level questions, questioning information accuracy and reliability, and searching for causes or evidence. Hence, the study proposes a teacher education program to supporting critical thinking.

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.

scholarly journals The Effect of POGIL Learning Model on HOTS Students of Elementary School Teacher Education Program

2019 ◽  
Vol 3 (2) ◽  
pp. 87-92 ◽  
Author(s):  
Masnur Masnur ◽  
Syaparuddin Syaparuddin
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
School Teacher ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Test Technique ◽  
Higher Order Thinking Skills ◽  
Significance Level

This research aims at determining the effect of the process oriented guided inquiry learning (POGIL) model on odd semester higher order thinking skills (HOTS) students. The research applied quasi-experimental research with nonequivalent groups pretest-posttest design. The population is all the students of elementary teacher education program (PGSD) of STKIP Muhammadiyah Enrekang in academic year 2017/2018. The sample was chosen by using purposive sampling technique. The data was collected through the test technique in order to find out the score of the higher order thinking skills (HOTS) students. The data was analyzed through Independent T-Test with a significance level of 0.05. The results of this study significantly influence the increase in HOTS students (0.924) which shows > 0.05 α.

Teaching and Learning Simultaneously

2017 ◽  
pp. 48-67
Author(s):  
Yukari Takimoto Amos ◽  
Nicole M. Kukar
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Reflective Practitioners ◽  
Collaboration Process ◽  
The University ◽  
Collaboration Project ◽  
Traditional Class

The purpose of this chapter is to describe a collaboration process between a teacher education program and a university ESL program that attempts to increase teacher candidates' exposure to ELLs with “third space” as a theoretical framework. In third spaces, boundaries of teacher and student get blurred, and new ways of thinking about teaching and learning emerge. In the collaboration project that this chapter describes, the two teacher candidates regularly volunteered in the university ESL classes and taught mini-lessons to the ELLs while taking a class about ELL teaching. The qualitative analysis of the participants indicates that in the collaboration project, a university-based class and a field-based class were in sync by providing the participants with opportunities to immediately implement what they learned in a traditional class with the ELLs. In this boundary blurriness, the ELLs became from abstract to concrete in the participants' mind, and the participants became reflective practitioners.

scholarly journals Challenges of Using a Blended Learning Approach: A Flipped Classroom in an English Teacher Education Program in Mexico

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Edgar Emmanuell Garcia-Ponce ◽  
Irasema Mora-Pablo
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Education Program ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Learning Approaches ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Or Practice

Objectives: The objective of the study was to understand the views, experiences, and challenges that preservice English teachers perceived in a flipped classroom, which was implemented in a language teacher education program following our institution’s desire to promote blended learning. Method: Two focus groups were conducted with the students (19). We analyzed the data using thematic analysis. Results: The results show that the students perceived flipped practices as innovative and beneficial for their learning. However, their responses also reveal that the autonomy required from them and taking more responsibility for their own learning were particularly challenging because of their lack of familiarity with the approach and their past learning experiences rooted in traditional teaching and learning. Implication for Theory and/or Practice: Our argument is that prior to implementing blended learning approaches, language teacher education and higher education should examine students’ readiness for such approaches and provide them with support for carrying out those practices.

scholarly journals The Effectiveness of Learning Basic Concepts of Art for Primary Teacher Education Students Using Nomor Acak Learning Model

2019 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Zufriady Zufriady ◽  
Otang Kurniaman
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Learning Model ◽  
Primary Teacher ◽  
Education Students ◽  
Primary Teacher Education ◽  
Basic Concepts ◽  
Teacher Education Students

The nomor acak learning model is done by randomly giving number to each student and making them remember it from the beginning to the end of the lecture. The function was to make each student be more active in the teaching and learning activities, since they must be prepared with their respective material if the number was called. This research employed a quasi-experimental research method with one group pre-test/post-test design. The determinant coefficient data of the effect of nomor acak models on the effectiveness of primary teacher education students obtained a class A data of 58.21%, class B of 36% and class C of 23%. This research was conducted at the primary teacher education program for six months in the Basic Concepts of Art courses to students of 2018. It could be concluded that the nomor acak learning model could improve the learning outcomes of students of the primary teacher education program in the Basic Concepts of Art course.

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