Positioning Teacher Candidates as Self-Regulated, Critically Thinking Learners and Teachers in an Elementary Writing Course With a Tutoring Component

2019 ◽  
pp. 236-249
Author(s):  
Janet Richards
Keyword(s):  
Teacher Candidates ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Methods Course ◽  
Elementary Writing ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Step Model ◽  
Writing Course ◽  
Context Specific

Few interventions attempt to foster teacher candidates' self-regulated learning and teaching roles concurrently. This chapter explores 12 education majors' development of self-regulated, critical thinking skills related to learning and teaching as they participated in an elementary writing methods course with a tutoring component. The instructor of the course devised and offered a four-step model of intervention to stimulate the teacher candidates' self-regulatory dispositions. The teacher candidates perceived their responses to context-specific questions created by the instructor as most beneficial to their development of self-regulated attributes.

scholarly journals PEMANFAATAN AUTOGRAPH SEBAGAI MEDIA PEMBELAJARAN MATEMATIKA DENGAN MENERAPKAN MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) AUTOGRAPH USE AS A LEARNING MEDIA WITH MATH APPLYING THE MODEL OF LEARNING BASED PROBLEM (LBP)

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Nailul Himmi Hasibuan
Keyword(s):  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Mathematics ◽  
Conic Sections ◽  
Mathematical Communication ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
Problem Solving Process ◽  
Point Line

Tulisan ini mengkaji tentang pemanfaatan autograph sebagai sumber belajar matematika yang dikombinasikan dengan Pembelajaran Berbasis Masalah (PBL). Pembelajaran berbasis masalah adalah suatu pembelajaran yang dimulai dengan masalah dunia nyata sehingga siswa agar dapat mengkonstruksi pengetahuannya sendiri dengan kemampuan berpikir yang dimilikinya, dengan mengacu pada lima langkah pokok, yaitu: orientasi siswa pada masalah, mengorganisir siswa untuk belajar, membimbing penyelidikan individual maupun kelompok, mengembangkan dan menyajikan hasil karya dan menganalisis dan mengevaluasi proses pemecahan masalah. Autograph adalah software software yang sangat serbaguna dan dinamis sebagai media pembelajaran untuk belajar dan mengajar matematika tingkat menengah berupa menggambar titik, ruas garis, vektor, garis, poligon, irisan kerucut, dan kurva dua dimensi. Dengan menerapkan model pembelajaran berbasis masalah yang memanfaatkan autograph dapat meningkatakan pemahaman konsep, penalaran, kemampuan berpikir kritis dan komunikasi matematis siswa. Kata Kunci: Pembelajaran Matematika, PBL, dan  AutographThis paper examines the use of autographs as a source of learning mathematics combined with Problem Based Learning (PBL). Problem-based learning is a learning that begins with real world issues so that students in order to construct his own knowledge with the ability to think it has, with reference to the five main steps, namely: orientation of students on the issue, organizing students to learn, guiding the investigation of individual and group, develop and present the work and analyze and evaluate the problem-solving process. Autograph software is software that is very versatile and dynamic as a learning medium for learning and teaching mathematics in the form of a mid-level draw point, line segment, vector, line, polygon, conic sections, and two-dimensional curve. By implementing problem based learning model that utilizes autographs can increase the understanding of concepts, reasoning, critical thinking skills and students' mathematical communication.                          Keywords: Learning Mathematics, PBL, and Autograph

Reflecting on Portfolio Development

2013 ◽  
pp. 197-211
Author(s):  
Hea-Jin Lee ◽  
Leah Herner-Patnode
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Portfolio Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Procedure ◽  
Self Assessment ◽  
Web Based

This study adopted portfolio assessment as a means of deepening pre-service teachers’ understanding of teaching and learning. The ultimate goal of using the portfolio was to bring the program in line with the mission of the institute, the criteria of the NCATE and INTASC, and the standards of the Ohio State License. This study discusses the challenge of implementing a year-long portfolio assessment procedure, as well as investigating how the exit portfolio assessment plays a role in facilitating pre-service teachers’ professional growth in terms of knowledge, skills, and dispositions. Results indicate that preservice teachers considered the capstone portfolio as a tool for reflection, which helped them improve critical thinking skills, self-assessment, and advancement. Also, the portfolio process helped teacher candidates develop a professional identity and promote teaching. Overall, there was growth and improvement in knowledge, skills, and dispositions toward teaching, the role of a teacher and learner, and using the web-based portfolio process.

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 Place of Critical Thinking in EFL

2018 ◽  
Vol 7 (4) ◽  
pp. 26
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Great Role ◽  
Important Place ◽  
Learning And Teaching ◽  
Mathematics History ◽  
Vital Component ◽  
Shed Light

Developing the ability to think critically is vital component of real, meaningful teaching and learning. Critical thinking helps us solve problems, make decisions and reach our goals. Thinking is not a passive but an active process. If students’ critical thinking skills are activated, for example while writing, very successful results can be attained. It can be said that critical thinking can be considered in two respects: to achieve a goal and to make a decision. As for teaching, there is very little evidence that students at universities acquire the skills of critical thinking in their learning and teaching activities. In accordance with its important place of in learning and teaching periods, it has been a concept recently highlighted in the field of EFL, like in many other fields of education such as mathematics, history and geography. The skill of critical thinking plays a great role and it has been accepted as an important step in every area of teaching and learning, particularly nowadays due to developments cognition and intelligence. So, in order to understand the awareness of the students for critical thinking, an experiment was performed in the fall of AY 2017-18, with 79 students in Karabuk University, Turkey. In this study, the significance of critical thinking and result of the experiments were discussed in detail, it also shed light on the students’ perceptions of it.

scholarly journals Problem-based learning supported by arguments scaffolding that affect critical thinking teacher candidates

2021 ◽  
Vol 16 (6) ◽  
pp. 2956-2969
Author(s):  
Budi Cahyono ◽  
Kartono Kartono ◽  
Budi Waluya ◽  
Mulyono Mulyono ◽  
Rina Dwi Setyawati
Keyword(s):  
Critical Thinking ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Problem Based Learning ◽  
Personality Type ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Quasi Experimental ◽  
Argumentation Scaffolding ◽  
And Gender

This study aims to determine the effect of the PBL model with argumentation scaffolding on changes in the critical thinking of teacher candidates’ teachers in terms of personality type and gender. This research is quasi-experimental research with one group pretest-posttest design. 28 prospective teachers who take the algebraic structure course are the samples of this study. Critical thinking skills scores were analysed descriptively and statistically with normality test and paired t-test. The results showed that the application of PBL with argumentation scaffolding was effective in increasing the critical thinking of prospective teachers from the criteria of "less critical" to "critical enough" and the n-gain results were categorized as moderate when viewed from the aspect of personality type. and gender. The existence of differences in critical thinking that is influenced by gender and personality type is a research finding that must be considered to determine the learning model.          Keywords: Problem-based learning, gender, critical thinking, personality type

scholarly journals An Analysis Of Mathematics Teacher Candidates Critical Thinking Dispositions And Their Logical Thinking Skills

2013 ◽  
Vol 9 (3) ◽  
pp. 257-266 ◽  
Author(s):  
Lutfi Incikabi ◽  
Abdulkadir Tuna ◽  
Abdullah Cagri Biber
Keyword(s):  
Critical Thinking ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Grade Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Type ◽  
Logical Thinking ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions

This study aimed toinvestigate the existence of the relationship between mathematics teachercandidates critical thinking skills and their logical thinking dispositions interms of the variables of grade level in college, high school type, and gender.The current study utilized relational survey model and included a total of 99mathematics teacher candidates from the department of elementary mathematicseducation at a university in Turkey. Among the results of the study were thatmathematics teacher candidates had a low level of logical thinking skills andcritical thinking dispositions; mathematics teacher candidates logicalthinking skills were improved from second grade to third grade level whiletheir critical thinking skills did not change considerably by the grade level;mathematics teacher candidates critical thinking abilities did not affectconsiderably by the high school type that were graduated from while regularhigh school graduates possessed lower level of logical thinking abilities thanthe others; a weak and negatively directed correlation between mathematicsteacher candidates critical thinking dispositions and their logical thinkingskills was evident.

scholarly journals What is critical thinking? A longitudinal study with teacher candidates

2019 ◽  
Vol 8 (3) ◽  
pp. 495
Author(s):  
Serap Yılmaz Özelçi ◽  
Gürbüz Çalışkan
Keyword(s):  
Critical Thinking ◽  
Longitudinal Study ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Areas ◽  
The World ◽  
Individual Decisions ◽  
Over Time

<span>Critical thinking skills that enhance the ability of individuals to understand and make sense of the world and events and situations around them are one of the foremost research areas in the educational system of various countries. As a critical thinking individual, decisions made by the teacher in his/her class, the activities he/she has performed and the explicit and implicit messages given by him/her to the class are clearly observed by the students. It is believed that the situation of teachers’ having critical thinking skills and critical thinking personality effects on students' perceptions and achievements about critical thinking. In this context, the aim of the research is to determine the perceptions of the teacher candidates about critical thinking and to observe the changes in these perceptions over time. Interviews were held with 11 prospective teachers for two times for 4 years and their thoughts on critical thinking were examined. According to the findings obtained, the thoughts of the teacher candidates regarding the critical thinking do not change over time but they are not seen enough. Teacher candidates make decisions with emotional references and they are reluctant to inquire and research.</span>

scholarly journals A preliminary study of the educational benefits of conducting replications in the classroom

2018 ◽  
Author(s):  
Alan Jern
Keyword(s):  
Critical Thinking ◽  
Empirical Evidence ◽  
Preliminary Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Methods Course ◽  
Educational Benefits ◽  
Psychological Science ◽  
Post Test ◽  
Preliminary Study

Some have argued that having students conduct rigorous replications of published studies would provide benefits to both psychological science and to the students themselves. However, while it seems clear that replications are beneficial to psychological science, there is little empirical evidence that having students conduct replications provides benefits to students. In this study, I conducted a preliminary test (N = 37) of one purported benefit to students of conducting a classroom replication: the development of scientific critical thinking skills. Students completed a one-term research methods course centered around a class replication project. I assessed students' critical thinking development after completing the course. The results were largely inconclusive, showing no significant change in performance between a pre-test (M = 11.00, SD = 3.44) and a post-test (M = 10.30, SD = 2.62), t(36) = -1.21, p = 0.23. This study highlights the need for additional research on the question of whether having students conduct replications provides educational benefits beyond those offered by other pedagogical methods.

scholarly journals Analysis of Students' Critical Thinking Improvement in Teaching Inquiry with Cognitive Conflict Strategies

2021 ◽  
Vol 9 (1) ◽  
pp. 122
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Hikmawati Hikmawati
Keyword(s):  
Critical Thinking ◽  
Teacher Candidates ◽  
Private University ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Inquiry Teaching ◽  
The Difference ◽  
Conflict Strategies ◽  
Teaching Inquiry

This study aimed to analyze the improvement of students' critical thinking skills in teaching inquiry with cognitive conflict strategies. Quasi experiments were conducted in this study. The research sample was twenty students as physics teacher candidates at a private university in West Nusa Tenggara - Indonesia. The critical thinking skills test instrument in the form of essay questions is used to measure students' critical thinking skills. The analysis of increasing of critical thinking skills was analyzed descriptively with the n-gain equation, and the difference in critical thinking skills between the pretest and posttest using a pair t-test which was preceded by homogeneity and normality tests. The results of the n-gain analysis showed that the increase in students' critical thinking scores was in the moderate category. Qualitatively, the increase in scores from pretest to posttest in a row is from not critically to enough critically. The results of this study imply that inquiry teaching with cognitive conflict strategies has the potential to be implemented in classroom teaching for the purpose of improving students' critical thinking skills.

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