Supporting Teacher Candidates' Development of Critical Thinking Skills Through Dialogue and Reflection

Education Programs ◽

Student Centered ◽

Support Teacher

This chapter employs a dialogic, sociocultural perspective to describe ways teacher educators can support teacher candidates as they develop the critical thinking skills needed to make the transition from student to teacher in contemporary classrooms in the United States. Data from a longitudinal qualitative study are used to examine the utility of problem-posing seminars and subsequent reflection as tools that can help English teacher candidates embrace the tension they encounter as competing ideologies both complicate and nurture their efforts to enact a student-centered framework for teaching. Specifically, participants' reflections on their efforts to employ dialogic approaches to teaching are explored in the context of standardized curricula and classroom settings. Data suggest that making dialogue and reflection key facets of teacher education programs creates conditions for critical thinking and creativity to flourish.

A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators

Journal of Teacher Education ◽

10.1177/0022487117751133 ◽

2018 ◽

Vol 69 (2) ◽

pp. 140-153 ◽

Cited By ~ 19

Author(s):

Lorena Guillen ◽

Ken Zeichner

Keyword(s):

Teacher Education ◽

Pacific Northwest ◽

Teacher Candidates ◽

Research University ◽

Teacher Educators ◽

Local Community ◽

Education Programs ◽

Community Based ◽

The Pacific

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of partnerships between teacher education programs and local communities, we report the findings of a study of the perspectives of these community mentors on their work with teacher candidates and university teacher educators.

Digital Storytelling in Teacher Education

Encyclopedia of Information Technology Curriculum Integration ◽

10.4018/978-1-59904-881-9.ch038 ◽

2011 ◽

pp. 235-237 ◽

Cited By ~ 3

Author(s):

Vivian H. Wright

Keyword(s):

Teacher Education ◽

Teacher Candidates ◽

Teacher Educators ◽

Digital Storytelling ◽

Instructional Tool ◽

Education Programs ◽

Technology Tools ◽

Learning Productivity

In teacher education programs, there is a consistent need to locate and to recommend to teacher educators, teacher candidates, and in-service teachers, viable technology tools and concepts that can be used in the classroom. Digital storytelling is a concept that is growing in popularity and one which offers versatility as an instructional tool. This chapter presents information and ideas on how to facilitate learning, productivity, and creativity through a variety of digital storytelling classroom uses.

Antiracist Professional Development for In-Service Teachers - Advances in Higher Education and Professional Development ◽

When Asked, Teachers Said…

10.4018/978-1-7998-5649-8.ch001 ◽

2020 ◽

pp. 1-29

Keyword(s):

Professional Development ◽

United States ◽

Teacher Education ◽

Teacher Educators ◽

The United States ◽

Education Programs ◽

Policy Makers ◽

Racial Hierarchies ◽

The U.S

The authors perceive that institutionalized racial hierarchies are the greatest barrier to educational equity in the United States. While P-12 teachers may express the desire to make their classrooms spaces of joy, creativity, and intellectual brilliance, it is primarily through intentional skills development that teachers succeed. The authors assert the need for greater investments by school districts and teacher education programs in professional development for in-service P-12 teachers that further empower them and, in turn, their students, to contribute to the dismantling of racism in the U.S. Teacher educators, administrators and policy makers need to position themselves as cultivators and supporters of P-12 teachers in ways that encourage and sustain their antiracist advocacy and equity work in their teaching.

A brief history of pharmacy admissions in North America

Canadian Pharmacists Journal / Revue des Pharmaciens du Canada ◽

10.1177/1715163519865571 ◽

2019 ◽

Vol 152 (6) ◽

pp. 370-375

Author(s):

Erin Davis ◽

Richard Braha ◽

Shannon McAlorum ◽

Debbie Kelly

Keyword(s):

Critical Thinking ◽

Academic Success ◽

Clinical Performance ◽

The United States ◽

Thinking Skills ◽

Effective Measure ◽

Grade Point ◽

Bachelor Of Science ◽

Multiple Mini Interview

The move from a Bachelor of Science in Pharmacy to a Doctor of Pharmacy degree, both in the United States and in Canada, has been accompanied by a general move towards increased prepharmacy admission requirements and longer pharmacy programs. Historically, the most thoroughly researched pharmacy admissions variables include grade point average (GPA), Pharmacy College Admissions Test (PCAT), interviews and critical thinking tests. Most programs now require a combination of academic (GPA ± PCAT) and nonacademic characteristics (e.g., interviews, volunteering, critical thinking tests, essays). This review focuses on GPA and the PCAT as academic admissions measures and the interview (both traditional and the multiple mini-interview) and critical thinking tests as nonacademic measures. There is evidence that prepharmacy GPA, the PCAT and admissions interviews are correlated with academic success in a pharmacy program. Repeating a prepharmacy course is a negative predictor of academic success. The multiple mini-interview and various critical thinking tests have been studied in pharmacy admissions, but the evidence to date does not support their use for predicting success. Several areas require further research, including finding an effective measure of reasoning and critical thinking skills. The relationship between admission test scores and clinical performance also requires further study, as academic achievement in pharmacy programs has been the main measure of success to date.

Outcome Assessment of General Education 21st Century Competency Skills: Close the Loop Efforts in the United States

Vietnam Journal of Education ◽

10.52296/vje.2021.45 ◽

2021 ◽

Vol 5 (1) ◽

Author(s):

Nhung Thi Tuyet Pham

Keyword(s):

Critical Thinking ◽

General Education ◽

Student Learning ◽

Descriptive Analysis ◽

The United States ◽

Thinking Skills ◽

Quantitative Literacy ◽

Comprehensive University ◽

The University

Over the past several years, various stakeholders have continued to express concerns about the quality of U.S. higher education. Under the accountability and transparency pressures, institutions must provide evidence of student learning, especially the value of general education programs upon graduation. Therefore, a case study at a U.S. comprehensive university was conducted to assess five general education competency skills (written, oral, quantitative literacy, critical thinking and information literacy). To facilitate “close the loop” conversations with faculty and committees, in addition to descriptive analysis, the university disaggregated the assessment data in a non-traditional way by examining the relationship of student factors (race, year and college) and student learning. The researcher used ANCOVA and ANOVA to identify significant differences. Results indicated year and race were related to student outcomes, except for critical thinking skills. The researcher provided suggestions for use of the study’s findings to close the loop in the general education program.

Guided Inquiry Based Students’ Worksheet to Grow Students’ Critical Thinking and Communication Skills

Indonesian Journal of Science and Mathematics Education ◽

10.24042/ijsme.v3i1.5146 ◽

2020 ◽

Vol 3 (1) ◽

pp. 18-26

Author(s):

Trimo Saputro ◽

Kartini Herlina ◽

I Wayan Distrik

Keyword(s):

Critical Thinking ◽

Communication Skills ◽

Learning Process ◽

Thinking Skills ◽

Guided Inquiry ◽

Student Centered ◽

Student Responses ◽

Teachers And Students ◽

The Ideal

Weak learning process is one of the problems in education. Therefore, to create the ideal learning process, interactive teaching materials are needed to make student-centered learning.This study aims to describe and analyze teacher and student responses to the development of guided inquiry students worksheets, as well as see their effectiveness in growing critical thinking skills and student communication skills. The research method used is the Mix method with Research and Development type. The instrument used in the form of a feasibility questionnaire and tests of critical thinking skills and communication skills. Based on the research results obtained that the development of worksheets got very valid results from the validators, got very good responses from teachers and students and proven able to foster critical thinking and communication skills.

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

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i6.6480 ◽

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 ◽

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

PENGARUH MODEL INQUIRY LEARNING DAN DIRECT INSTRUCTION DALAM PENDIDIKAN JASMANI TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH MENENGAH PERTAMA

Didaktik : Jurnal Ilmiah PGSD STKIP Subang ◽

10.36989/didaktik.v3i1.55 ◽

2017 ◽

Vol 3 (1) ◽

pp. 48-56

Author(s):

Eko Prasetyo

Keyword(s):

Critical Thinking ◽

Direct Instruction ◽

Junior High School ◽

Learning Experience ◽

Inquiry Learning ◽

Thinking Skills ◽

Measurement Tool ◽

Student Centered ◽

Student Centered Learning

This study aims to determine the effect between instructional model Inquiry Learning and Direct Instruction to critical thinking skills of Junior High School children in accordance with gender differences between men and women. The method used in this research is to use the experimental method using a quantitative approach with the type of case study. In this study, the measurement tool is a questionnaire that the author quotes from the questionnaire Bambang Abduljabar. The results of this study are: Inquiry learning model in learning pemas can improve students' critical thinking skills without feared will be influenced by sex differences in students. The more student-centered learning of lead will contribute positively to the students' cognitive development, even giving the student a pleasurable learning experience.